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CHICQ  STATE  NORMAL  SCHOOL 


BULLETIN  No.  6 


GEOGRAPHY 

FOR  THE 

FIFTH  AND  SIXTH  GRADES 


A  COURSE  OF  STUDY 


AND 


TEACHERS'   MANUAL 


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i.U:    '•■ 


C.  K.  STUDLEY 

Supervisor  of  Geography,  Chico  State  Normal  School 


Copyright  1913 
C.  IC  Studley 


CHICO  STAl'E  NORMAL  SCHOOL 


BULLETIN  No.  6 


GEOGRAPHY 

FORTHE 

FIFTH  AND  SIXTH  GRADES 


A  Course  of  Study  and  Teachers'  Manual 


BY 

C.  K.  STUDLEY 

Supervisor  of  Geography^  Chico  State  Normal  School 


Printed  at  State  Printing  OflSce,  Friend  Wm.  Richardson,  Superintendent. 


(tiS 


s^^ 


I 


1 


PREFACE. 


In  the  fifth  grade  we  are  ready  to  take  up  in  detail  those  things  imme- 
diately around  us  and  thus  finish  the  foundation  for  future  work  no 
matter  what  the  locality. 

After  the  home  region  it  is  as  easy  to  follow  one  sequence  as  another 
and  many  times  easier  to  follow  a  text  than  to  set  up  an  arbitrary 
sequence  and  try  to  adapt  the  text  to  suit  its  needs.  Since  following  the 
text  solves  many  difficulties  and  offers  few  obstacles,  the  reasonable  thing 
to  do  is  to  follow  the  book  that  has  been  prescribed  and  make  the  best  of 
it  by  adding  to  or  taking  from  it  as  the  case  demands.  The  adding  to  it 
can  best  be  done  through  many  of  the  excellent  supplementary  readers. 

As  there  are  many  things  thrown  into  a  description  of  any  region  for 
the  sake  of  making  it  as  complete  as  possible  it  becomes  necessary  for  the 
teacher  to  select  and  evaluate  the  different  topics.  Some  are  worth 
practically  nothing  while  the  others  are  of  the  utmost  practical  impor- 
tance. It  is  not  an  easy  matter  to  say  offhand  just  what  is  to  be  kept  in 
and  what  is  to  be  left  out  unless  one  takes  a  certain  standard  and  judges 
all  topics  and  details  of  content  by  that  one  standard.  If  that  is  to  be 
done,  the  only  legitimate  standard  wdll  be  the  standard  of  use.  Of  what 
use  is  it  or  of  what  use  will  it  be?  This  is  the  question  that  must  be 
answered.  If  the  point  will  not  defend  itself  when  analyzed  thus  it  must 
be  rejected  as  a  minor  point.  Those  things  will  be  important  that  are  of 
value  in  the  everyday  walks  of  life  and  not  those  that  serve  only  a  special 
purpose. 

Since  each  teacher  has  several  subjects  to  teach  and  consequently  has  a 
relatively  small  amount  of  time  to  be  given  to  each  subject  she  does  not 
have  the  time  to  go  through  the  entire  course  in  geography  to  evaluate 
the  various  topics.  It  is  deemed  advisable,  then,  to  go  through  the  course 
with  her  and  suggest  the  value  that  each  topic  bears  to  the  whole  course 
so  that  she  may,  at  a  glance,  see  what  may  be  a  proper  proportion  of  time 
to  be  given  each  topic.  It  can  hardly  be  hoped  that  the  standards  set  up 
here  are  absolutely  accurate  in  every  case,  but  they  are  at  least  approxi- 
mately correct,  so  that  those  who  follow  the  course  can  easily  make  the 
necessary  allowance  one  way  or  the  other  and  soon  have  it  adjusted  to 
their  ideas. 

It  is  necessary  to  make  such  evaluation  since  most  text-book  writers  are 
more  or  less  indiscriminate  in  treating  the  topics.     Few  seem  to  take  the 

379649 


time  and  trouble  to  answer  for  themselves  the  question  ''Will  this  be  used 
in  after  life?"  or,  *'Is  it  used  by  the  general  run  of  educated  people?" 
The  test  of  use  should  determine  the  time  valuation  in  all  cases.  We 
must  not,  however,  confuse  the  use  from  a  cultural  standpoint  with  use 
from  a  financial  standpoint.  From  the  latter  few  things  would  remain  in 
the  curriculum  to  be  taught,  but  from  the  standpoint  of  the  former  the 
field  is  a  much  broader  one  and  it  is  this  interpretation  that  has  been 
placed  upon  the  selection  of  the  material  that  follows. 

In  the  Appendix  will  be  found  such  special  items  as  are  referred  to  in 
the  course  of  this  Bulletin,  such  as,  How  to  make  touch  paper,  How  to 
make  a  paper  windmill  and  Elementary  Study  of  Weather  Maps. 

The  numbering  of  the  divisions  and  topic  headings  are  the  same  as  are 
used  in  the  State  Series  Introductory  Georgraphy,  and  in  addition  to  this, 
reference  is  made  to  the  pages  in  the  above  where  the  topics  may  be  found 
in  case  the  teacher  needs  it  for  cross-reference. 


(4) 


CONTENTS. 


PART  I. 

Page. 

Home  Geography 7-26 

Introduction    7 

Soils   i 9 

Hills    ;12 

Mountains    14 

Valleys    15 

Rivers 17 

Ponds  and  Lakes 19 

The  Ocean  21 

The  Air 22 

Industry  and  Commerce 23 

Government    : 24 

Maps   25 

PART  I[. 

The  Earth  as  a  Whole 27-63 

Minimum  Book  List 27 

Complete  Book  List 27 

Form  and  Size  of  the  Earth 29 

Daily  Motion  of  the  Earth  and  Its  Results 30 

The  Zones 30 

North  America  31-43 

The  United   States 31-40 

New   England   31 

Middle  Atlantic  States 32 

Southern   States   34 

Central  States 36 

Western   States  37 

Alaska 40 

Canada  and  Other  Countries  North  of  the  United  States 41 

Countries  South  of  the  United  States 42 

South  America   43-44 

Europe    :— 44-52 

Great  Britain 45 

Norse  Countries 46 

The  Russian  Empire 47 

Germany    48 

Holland 48 

Belgium   » 49 

France   49 

Spain  and  Portugal _ 49 

Italy ^^^ 

Switzerland  ^1 

Austria-Hungary    51 

(5) 


CONTENTS. 

PART  II— Continued. 

Page. 

Greece 51 

Turkey 52 

Asia    52-57 

Southern  Asia 52 

Siberia 53 

The  Chinese  Empire  and  KoRfeA 54 

Japan    . 55 

India  and  Siam 56 

The  Dark  Continent 57-59 

Northern   Africa 57 

Central  Africa : , 58 

Southern  Africa 59 

Australia,  East  Indies  and  Pacific  Islands 59-61 

Austi^alia 60 

The  East  Indies  60 

Philippines 60 

Islands  of  the  Pacific 61 

California 61-63 

Reviews    i ^ 68-80 

Appendix    '. 81 


(6) 


PART  I. 

HOME  GEOGRAPHY. 

Introduction. 

Any  one  who  has  given  the  subject  much  thought  knows  the  difficulty  of 
writing  a  text-book  in  Home  Geography,  because  each  region  has  its  own 
particular  surroundings ;  each  community  has  its  own  particular  makeup 
and  popular  customs;  each  school  its  own  particular  problems,  many  of 
which  cannot  be  foreseen  and  especially  by  any  one  outside  of  the  school 
itself; 

Since  schools  are  made  up  of  the  children  of  parents  in  all  vocations 
and  in  all  sorts  of  conditions  of  advancement,  the  knowledge  that  the 
pupils  possess  will  vary  from  school  to  school,  and  in  fact  from  year  to 
year  in  the  same  school.  This  will  necessitate  a  slight  readjustment  in 
the  text-book  from  place  to  place  and  from  year  to  year  in  the  same  place. 
For  some  localities  it  will  be  useless  to  emphasize  certain  things  that  are 
so  common  that  not  a  shadow  of  a  doubt  remains  as  to  whether  or. not  the 
children  have  seen  these  things  and  know  them  thoroughly.  To  give 
several  lessons  on  a  subject  already  familiar  to  them  and  not  bring  in  new 
material  to  supplement  the  old,  is  apt  to  get  them  disinterested  and  to 
brand  the  geography  work  from  the  start  as  a  bore.  So  when  home 
geography  does  not  awaken  the  interest  it  should  or  does  not  drive  home 
the  information  desired,  it  is  not  the  fault  of  the  writer  of  the  book  used, 
but  more  often  the  fault  of  the  region  and  the  community  for  not  being 
like  every  other  region  or  community.  Then,  too,  the  teacher  may  well 
look  to  herself  for  a  part,  at  least,  of  the  explanation  as  to  why  they  are 
not  interested  in  the  most  essential  as  well  as  the  most  interesting  of  all 
geography. 

Home  geography  is  essential  because  it  is  to  serve  as  the  foundation 
upon  which  all  the  future  work  in  geography  must  be  built.  In  it  the 
child  is  to  obtain  the  tools,  so  to  speak,  by  means  of  which  he  is  to  be 
enabled  to  pry  into  the  work  of  the  future  and  understand  the  meaning 
of  the  various  phases  of  geography  work  and  their  relation  to  himself  as 
well  as  to  the  entire  world.  It  is  through  it  that  general  geography  is  to 
be  made  a  real  live  subject  with  an  interest  as  keen  as  the  interest  in  the 
things  of  his  everyday  life.  Without  this  foundation  he  is  at  a  disad- 
vantage in  all  of  his  future  Avork  because  he  does  not  possess  those 
experiences  to  which  he  may  turn  for  comparison  and  consequent  enlight- 
enment in  those  things  which  he  has  never  seen  but  which  may  be  similar 
ta  those  immediately  surrounding  him  and  about  w^hich  he  should  know 
a  great  deal. 

How  simple  would  be  the  teacher's  work  if  regions  and  people  were 
alike  the  world  over !     One  would  need  to  studj^  just  his  own  surroundings 

(T) 


and  dismiss  the  subject  from  his  mind  as  being  completed.  Under  such 
conditions  there  would  be  little  need  of  a  teacher.  But  since  it  is  true 
that  things  are  so  unlike  in  many  ways  there  will  ahvays  be  use  for  the 
skilled  teacher.  The  teacher  must  take  this  generalized  home  geography 
text  and  work  it  over  to  suit  the  needs  of  her  particular  locality  and  also 
the  needs  of  the  class  at  hand  so  that  there  will  be  no  loss  of  time  in  going 
over  details  already  learned.  At  the  same  time  she  must  be  careful  not 
to  omit  any  essential  detail  that  is  not  thoroughly  understood.  This 
means  that  the  task  of  teaching  the  geography  of  the  schoolyard  and 
surrounding  country  is  by  no  means  a  simple  one  if  it  is  to  be  done 
properly.  Furthermore,  the  complete  adjustment  of  the  text-book  to  suit 
the  region  requires  a  lot  of  extra  time,  and  where  the  teacher  has  many 
other  subjects  to  teach  there  is  not  sufficient  time  for  the  proper  prepara- 
tion for  the  work.  But  with  this  adjustment  already  made  (except  in 
minor  details)  the  task  for  the  teacher  should  be  no  more  difficult  than  in 
any  other  subject  in  the  school.  In  fact  after  the  first  time  over  it  should 
be  much  easier  than  in  a  subject  where  the  teacher  is  left  to  her  own 
devices. 

It  is  for  the  purpose  of  making  this  adjustment  that  this  Bulletin  is  put 
forth.  The  emphasis  has  been  placed  on  those  parts  that  seem  to  be  the 
most  important  and  some  details  added  where  it  was  thought  advisable 
to  do  so  for  the  sake  of  presenting  the  subject  in  its  true  relation  to  man. 
Suggestions  as  to  possible  experiments,  models  and  pictures  have  been 
made,  so  that  on  reading  it  over  the  teacher  will  readily  see  what  is  needed 
and  where  it  is  best  introduced.  Thus  the  teacher  will  have  ample  time 
to  perfect  the  details  of  her  instruction  and  still  not  be  overburdened  with 
the  geography  work. 

The  first  thing  that  the  teacher  must  realize  is  that  home  geography  is 
the  study  of  the  region  immediately  surrounding  that  particular  school- 
house.  The  little  hill  back  of  the  schoolhouse,  the  creek  that  flows 
through  the  adjoining  field,  the  puddles  of  water  that  collect  during  a 
rainstorm,  and  the  very  soil  of  the  playground  as  well  as  that  of  the 
surrounding  fields;  these  are  the  things  that  she  is  to  teach  as  types  of 
what  is  to  be  found  the  world  over ;  and  not  the  Alps,  the  Amazon  River, 
the  Mediterranean  Sea,  or  the  Loess  of  the  Mississippi  Valley.  First  of 
all,  then,  teach  what  can  he  seen,  handled,  or  made  iii  any  legitimate  way  to 
serve  as  a  basis  for  future  development. 

It  is  not  the  purpose  of  this  Bulletin  to  find  fault  with  the  subject 
matter  or  the  arrangement  and  treatment  of  the  same  in  the  California 
State  Series  Introductory  Geography.  No  writer  ever  hopes  to  write  a 
text-book  that  will  serve  all  possible  needs  on  any  other  subject,  much 
less  does  he  hope  to  be  able  to  write  a  complete  treatise  on  home  geography 
and  at  the  same  time  confine  it  to  a  few  short  pages.  The  aim  is  to  point 
out  the  fact  that  the  book  as  it  stands  is  not  suited  to  all  possible  needs, 
and  to  try  to  show  how  this  can  be  made  to  fit  the  California  school  much 
better  by  a  process  of  judicious  pruning  and  engrafting.  That  is,  if  you 
see  that  your  class  does  not  need  all  that  is  given  in  a  particular  part, 
drop  out  what  is  not  needed ;  or  if  another  part  seems  to  be  wanting  in 

(8) 


some  particular,  add  the  things  that  are  needed  to  adapt  it  to  the  neighbor- 
hood and  to  complete  the  foundation  so  it  will  be  -the  best  possible  for 
future  development.  Care  should  be  taken  to  develop  the  subject  in  such 
a  way  that  the  pupils  will  connect  one  part  with  the  other  and  thus  get 
a  general  picture  of  the  whole. 

What  follows  is  an  attempt  to  adjust  this  part  of  the  Introductory 
Geography  to  fit  one  locality  at  least  and  in  that  way  it  will  be  easier  for 
the  teacher  in  each  locality  to  apply  it  directly  to  the  problems  at  hand. 
All  of  it  will  apply  directly  to  a  great  many  districts  and  the  greater  part 
will  apply  to  all  of  them.  Thus  all  that  is  left  for  the  teacher  is  to  alter 
it  in  a  few  places  and  let  the  remainder  stand.  The  outline  of  each  section 
in  the  text-book  is  given  here  in  the  form  of  marginal  topics.  These  are 
mainly  for  the  guidance  of  the  teacher  in  giving  the  subject  so  that  she 
may  see  the  relation  of  the  questions  to  the  material  in  the  text-book. 

A  few  simple  cuts  have  been  introduced  from  time  to  time  so  that  the 
teacher  may  see  the  use  of  making  rough  sketches  on  the  blackboard. 
These  cuts  are  all  from  photographs  of  actual  blackboard  drawings.  They 
are  not  intended  as  works  of  art,  but  are  intentionally  simple  so  as  to 
encourage  the  teacher  who  has  had  little  or  no  training  in  art  work. 
What  is  desired  is  to  present  the  main  ideas  and  leave  out  of  consideration 
the  mass  of  detail  that  would  only  serve  to  confuse  and  detract  from  the 
main  points.  Any  teacher  can  produce  a  blackboard  drawing  that  will 
be  far  better  than  a  word  description  of  the  same  thing. 

The  teacher  who  can  produce  a  drawing  and  at  the  same  time  explain 
it  to  the  class  is  not  only  doing  an  excellent  bit  of  teaching  but  is  also 
economizing  time  in  at  least  three  ways,  viz:  (1)  a  picture  or  drawing 
presents  an  idea  in  much  less  time  and  in  a  clearer  manner  than  a  word 
description;  (2)  the  ideas  are  developed  as  the  picture  is  being  produced, 
thus  rendering  the  image  more  complete  and  consequently  more  lasting; 
(3)  it  saves  the  time  that  would  be  used  in  drawing  the  picture  before- 
hand. 

The  teacher  will  find  on  pages  63  to  80  a  systematic  review  consisting 
of  the  points  that  should  be  so  well  taught  and  reviewed  that  the  class  will 
remember  them  after  they  have  passed  beyond  these  grades  or  even  into 
the  life  outside  of  the  school.  These  points  are  the  ones  that  have  been 
given  each  day  and  are  so  arranged  that  they  can  be  easily  handled  by  the 
teacher.  By  recasting  the  associations  they  can  be  made  to  present  an 
ever  changing  aspect  with  the  same  final  result.  The  method  of  handling 
this  review  is  given  on  page  63. 


I.     SOILS.     (Three  days.) 

To  teach  this  section  properly  it  will  be  necessary  to  have  the  following 
materials  at  hand  for  use  as  the  lesson  progresses.  The  teacher  can  save 
herself  work  and  at  the  same  time  awaken  the  interest  of  the  children  in 
the  subject  by  asking  them  to  bring  these  materials.     For  example,  one 


(9) 


will  bring  a  piece  of  glass,  another  a  cupful  of  sand,  etc.  Let  them  do  for 
themselves  and  see  how  happy  and  interested  they  become. 

A  small  vessel  of  dirt  from  the  school  yard. 

A  piece  of  glass.     (Broken  window  glass  will  do.) 

A  common  pin. 

A  small  amount  of  sand.     It  is  best  if  it  contains  some  white  sand. 

A  few  bright  nails  and  some  rusty  ones. 

Several  pieces  of  ordinary  stone.     (Those  common  to  the  region.) 

A  piece  of  decayed  wood,  and  a  piece  of  the  same  kind  of  wood  that 
is  not  decayed. 

Place  these  materials  on  a  table  or  box  so  they  can  be  easily  found  as 
needed.  In  questioning  a  class  where  experiments  are  being  used  as  a 
means  of  instruction  it  is  best  to  state  the  question  before  calling  on  any 
individual,  as  it  is  more  apt  to  keep  the  mischiefmaker  on  the  alert  for 
fear  that  he  may  be  called  upon.  Even  if  there  is  no  danger  of  this  sort 
of  thing,  it  will  be  found  that  interest  will  be  keener  if  there  is  a  little  room 
for  conjecture  as  to  whose  turn  it  will  be  next.  The  addition  of  names 
to  the  questions  must  of  course  be  left  to  the  teacher,  so  the  following 
contains  no  names  of  this  sort.  Proceed  with  the  lesson  according  to  the 
following  plan : 

1.  Materials  needed  for  this  lesson : 

The  small  vessel  of  dirt  from  the  school  yard. 

A  common  pin. 

A  piece  of  glass. 

Some  common  rock  powdered  up. 

General  aim.— To  teach  soils,  and  their  origin  and  characteristics,  and 
show  the  dependence  of  life  upon  these  soils.     (One  day.) 

Lesson  aim.— To  learn  what  soil  is  and  what  its  source  is. 

METHOD  OF  PROCEDURE. 

Soil.— How  many  have  ever  played  in  the  dirt?  Have  any  of  you  ever 
heard  your  fathers  call  it  by  another  name?  (If  not,  state  that  some 
people  call  it  soil.)     Could  you  call  the  dirt  in  the  school  yard  soil? 

Source  of  soil.— Did  you  ever  try  to  think  how  soil  is  made?  Here  is 
some  soil  that  came  from  the  school  yard.  Rub  some  of  this  soil  between 
your  forefinger  and  your  thumb.  How  does  it  feel?  The  gritty  feeling 
is  caused  by  the  little  particles  of  soil  rubbing  against  each  other.  I  will 
now  rub  some  of  this  dirt  over  a  piece  of  window  glass.  Do  you  hear 
anything  peculiar  ?  What  do  you  think  it  is  ?  Look  at  the  glass.  What 
do  you  see?  (Point  out  any  scratches  that  may  be  present  if  they  are 
unable  to  see  them  for  themselves.)  Try  to  scratch  the  glass  with  this 
pin.  Does  it  make  a  mark  ?  Are  the  particles  of  the  soil  harder  or  softer 
than  a  pin?  Than  the  glass?  Look  at  the  sand  carefully.  What  does  it 
look  like?  Here  is  some  rock  that  I  have  pounded  up  quite  fine.  Look 
at  it.     What  do  you  see?     How  is  sand  made?     Look  at  this  soil.     What 

(10) 


do  you  see ?  Does  it  look  like  sand?  Does  it  look  like  the  rock  I  pounded 
up?  Where  does  sand  come  from?  Where  does  the  soil  come  from? 
Of  what  is  dirt  made  ? 

Conclusion.— To-day  we  have  learned  that  soil  and  dirt  are  names  for 
the  same  thing  and  that  it  contains  small  sharp-pointed  particles  that  are 
harder  than  glass. 

Problem.— Next  time  we  are  going  to  see  how  different  things  help  to 
break  up  the  rocks  of  the  earth's  surface  and  make  them  into  soils. 

2.  Materials  needed  for  this  lesson : 
Two  pieces  of  common  rock. 

A  piece  of  solid  wood  and  a  piece  of  decayed  wood. 
Some  rusty  nails  and  some  bright  ones. 
A  piece  of  porous  rock. 

Aim.— To  teach  some  of  the  means  by  which  soils  are  formed  and  show 
that  all  soils  have  solid  rock  beneath  them. 

(Give  brief  review  of  the  principal  points  of  last  lesson.) 

Formation  of  soils. — Let  us  see  what  happens  when  we  rub  these  two 
rocks  together.  What  is  formed?  Does  it  look  like  sand?  Does  it  look 
like  soil?  Streams  in  rolling  rocks  down  their  beds  rub  them  together  in 
much  the  same  way.  Here  is  a  piece  of  pine.  (Or  any  other  wood.  Hold 
up  a  piece  that  is  sound.)  Here  is  another  piece.  (Hold  up  a  rotted 
piece  of  the  same  kind  of  wood.)  What  has  happened  to  this  one ?  Here 
are  some  nails  I  found  out  of  doors.  Are  they  the  same  as  these  new  ones  ? 
(Holding  up  a  large  picture  of  a  cliff  showing  broken  rock  material  or 
having  them  refer  to  the  picture  on  page  3.  If  there  is  a  cliff  within 
reach  of  the  schoolhouse  have  them  visit  it  and  learn  these  things  from  it.) 
Notice  the  rock  in  this  picture.  (Or  cliff.)  Do  you  see  any  evidence  of 
decay?  What  is  it?  Notice  the  cracks?  What  caused  them?  What 
happens  when  water  freezes  in  a  pitcher  or  water  pipe?  (A  piece  of 
porous  rock.)  If  these  holes  in  this  rock  were  filled  with  water  and  the 
water  frozen  what  would  happen?  That  is  what  often  happens.  (If  the 
picture  is  obtainable  the  following  may  be  used,  otherwise  it  must  be 
omitted  or  changed.  If  there  is  an  example  of  such  a  thing  within  reach 
use  it  instead  of  the  picture.) 

Plants  and  earthworms.— Here  is  a  picture  showing  how  the  roots  of  a 
plant  have  pried  off  a  large  piece  of  rock.  See  how  decayed  it  looks. 
Have  you  ever  noticed  little  piles  of  dirt,  about  a  thimbleful,  on  top  of  the 
ground  just  after  a  rain?  What  caused  them  to  be  there?  In  what  ways 
are  rocks  broken? 

Soil  mantle.— Look  at  the  picture  on  page  5  of  the  State  Series  Intro- 
ductory Geography.  (Visit  such  a  place  if  possible.)  What  is  on  the 
surface  of  the  earth  near  the  pond?  Why  does  it  grow  there?  Where 
do  you  see  the  smallest  rock  particles?  Where  do  you  see  the  solid  rock? 
What  can  you  say  of  the  size  of  the  rocks  as  you  go  down  from  the  sur- 
face ?     Why  is  soil  deeper  in  some  places  than  in  others  ?     If  we  were  to 

(11) 


dig  deep  enough  out  in  the  yard  what  would  we  find?  (They  may  say 
water,  but  this  may  be  found  before  they  get  to  solid  rock.)  Did  you 
ever  see  the  men  dig  a  well?  Did  they  strike  solid  rock?  To-morrow 
we  will  see  how  soils  are  useful  to  man  and  all  other  living  things, 

3.  Aim.— To  show  how  soils  are  useful  to  plants,  animals  and  conse- 
quently to  man.     (One  day.) 

Review  previous  Lesson. 

Uses  of  soils.— (Refer  to  any  rocks  in  the  neighborhood  and  proceed.) 
Did  you  ever  see  grass  growing  on  a  smooth  rock?  Why  do  we  need 
grass?  Why  do  you  eat?  What  does  a  plant  eat?  (Answer  it  if  they 
are  unable  to  do  so.)  What  else  besides  plant  food  is  needed  by  the 
plants?  Is  there  any  plant  food  in  this  rock  you  have  broken?  Let  us 
answer  this  question  by  planting  some  beans  in  it  and  w^atching  to  see  if 
they  will  grow.  We  will  have  to  give  them  a  little  water  from  time  to 
time.  Do  dogs  and  horses  eat  the  same  thing?  Do  birds  eat  the  same 
things  that  dogs  and  horses  do  ?  Do  you  ?  Do  you  think  that  all  plants 
eat  the  same  thing?  Since  they  do  not  we  will  find  different  kinds  of 
plants  in  different  kinds  of  soils.  (Have  the  children  bring  in  as  many 
different  colored  soils  as  possible  and  also  the  plants  or  some  of  the  plants 
that  grow  in  them.)  Here  are  pieces  of  rocks,  I  found  outside,  pounded 
up  fine.  (Have  as  many  different  kinds  of  rocks  as  you  can  handily.) 
Do  they  look  alike?  What  causes  the  differences  in  soils?  When  the 
leaves  fall  from  the  trees,  what  becomes  of  them?  Where  does  the 
decayed  material  go?  It  contains  certain  plant  food.  Why  would  you 
want  to  put  decayed  leaves  on  the  garden?  What  is  fertile  soil?  What 
is  sterile  soil  ?  If  plant  food  is  taken  from  fertile  soil  and  none  is  returned 
to  it,  what  will  finally  happen?  How  could  it  be  made  fertile  again? 
Why  do  people  put  fertilizers  on  their  lawns? 

A  review  of  this  chapter  may  be  given,  but  this  will  usually  not  be  neces- 
sary, for  the  children  will  have  most  of  the  information  already  and  the 
first  time  over  will  really  be  a  review. 

Refs. — Fairbanks,  Stories  of  Mother  Earth;  The  rock  floor,  pp.  17-21;  How 
soil  is  formed,  pp.  23-29 ;  A  handful  of  sand,  pp.  31-36. 

II.     HILLS.     (Two  days.) 

If  the  school  is  located,  as  most  California  schools  are,  among  rolling 
hills  or  where  there  are  hills  within  easy  reach  of  the  school,  it  is  safe  to 
assume  that  the  pupils  are  quite  f amilier  with  the  greater  part  if  not  all 
of  the  subject  matter  of  this  section.  Even  in  those  districts  free  from 
elevations  and  slopes  (of  which  there  are  exceedingly  few)  of  any  great 
degree  the  children  may  have  seen  hills  and  have  walked  and  run  over 
them  enough  to  know  a  great  deal  about  them.  If  so,  much  of  the  work 
of  the  first  time  over  will  be  a  review. 

Time  is  valuable.  — Give  enough  but  not  too  much  time  to  drill.  There 
should  be  enough  time  spent  upon  a  certain  portion  so  they  will  retain  it 
till  the  next  review  is  given. 

(12) 


Materials.— Large  shallow  dish  of  some  sort,  a  piece  of  6-inch  board  (or 
wider  if  the  dish  will  permit)  about  a  foot  long,  some  dirt  from  the  yard, 
a  sprinkling  pot  of  water,  or  oyster  can  with  small  holes  in  the  bottom 
and  a  dipper  of  water. 

This  lesson  can  be  given  during  a  rainstorm,  or  just  after  it,  to  the  best 
advantage,  or,  if  the  teacher  has  a  garden  hose  with  sprinkling  nozzle  and 
a  convenient  faucet  to  which  it  may  be  attached,  the  playground  where 
there  is  no  grass  may  be  sprinkled  to  represent  a  rainstorm.  Ask  the 
questions  while  the  children  are  watching  the  rainstorm  (either  real  or 
artificial).  If  neither  of  these  is  available,  put  some  dirt  on  the  6-inch 
board,  pat  it  down  in  such  a  way  that  it  is  somewhat  irregular  on  the 
surface,  let  one  end  rest  in  the  shallow  dish  in  such  a  way  that  it  slopes 
gently. 

Fonnation  or  origin  of  hills.— What  have  I  on  this  board?  What  other 
name  did  we  learn  for  it  in  the  last  chapter?  What  did  we  find  beneath 
all  soil?  (Sprinkle  the  dirt  lightly.)  What  happens  when  I  sprinkle 
this  soil  lightly  with  water  ?  Since  this  soil  is  from  the  yard,  do  you  think 
that  the  rain  would  act  the  same  way?  How  far  could  the  water  soak 
into  the  ground?  What  does  the  board  represent?  (Rock.)  (Sprinkle 
heavily  by  pouring  water  into  the  can  and  letting  it  sprinkle  over  the  dirt 
on  the  board.)  (Sprinkle  heavily  enough  that  the  water  collects  in 
puddles  and  some  of  it  runs  down  into  the  pan.  Make  a  little  streamlet 
of  it  if  possible.)  What  happens  when  it  rains  hard?  Does  all  of  the 
water  run  off  ?  Is  the  water  clean  after  it  reaches  the  pan  ?  What  makes 
it  muddy?  If  you  had  a  number  of  little  streams  like  this  one  and  could 
run  them  all  together  what  would  it  form?  (Brook  or  creek.)  Would  it 
carry  much  mud  during  a  rainstorm?  Is  this  soil  level?  Is  the  school 
yard  level?  How  do  you  know?  Does  this  resemble  the  school  yard 
during  a  rain?  Does  it  resemble  the  field  yonder?  Then  if  heavy  rains 
were  to  fall  on  those  fields  for  a  great  many  years  what  would  happen? 
What  do  you  call  the  places  from  which  the  water  runs  quickly? 
(Ridges.)  What  is  this  between  these  ridges?  If  these  ridges  were  large 
like  the  one  out  in  the  field,  what  would  you  call  them?  How  are  hills 
formed?  (They  should  be  able  to  reason  this  out  from  w^hat  has  been 
done  and  from  reading  the  text.)  (Ask  questions  in  text  referring  to 
height  and  length  of  hill.  See  Figue  10  in  State  Series  Introductory 
Geography.)      (Omit  section  on  temperature  of  hill.) 

Homes.— Would  you  rather  live  on  low  ground  or  on  a  hill?  Why? 
What  is  a  swamp  ?  Would  you  like  to  live  in  a  swamp  ?  If  you  had  to 
live  in  a  low  place,  how  could  you  keep  it  dry?  If  you  were  standing  on 
the  school  ground  could  you  see  as  far  as  you  could  if  you  were  up  in  the 
top  of  that  tree  ?  Why  did  people  build  castles  on  hill  tops  ?  Is  it  easier 
to  walk  on  the  level  ground  or  on  a  hillside  ?  What  other  reason  is  there  ? 
Why  do  people  like  to  live  on  hills  at  the  present  time? 


(13) 


III.    MOUNTAINS.    (Six  days.) 

Begin  your  daily  reviews.     See  pages  63  to  80. 

The  work  of  this  section  is  hased  upon  the  study  of  the  hill  so  far  as 
feasible.  Consequently,  a  part  of  it  will  be  merely  an  expansion  and 
broadening  of  what  has  been  given  in  the  last  chapter ;  the  remainder  will 
be  new  material  and  must  be  developed  as  such.  Of  course  the  same 
things  apply  here  as  before  in  regard  to  parts  already  familiar  to  the 
members  of  the  class. 

The  work  may  be  given  at  any  time  if  there  are  mountains  near  the 
school  or  that  may  be  easily  seen  from  the  schoolhouse.  Otherwise  it  is 
best  to  begin  it  at  a  time  when  there  are  cloud  banks  in  the  sky  so  that 
the  various  features  in  the  clouds  that  resemble  mountains  may  be  pointed 
out  as  suggested  in  the  first  paragraph.  It  is  advisable  to  have  pictures 
of  mountains  to  refer  to  and  also  the  model  of  figure  17  as  suggested  in 
the  text.  A  picture  will  show  not  only  the  relative  size  of  a  mountain 
but  also  many  of  the  characteristic  features. 

Similar  to  hills.— How  many  of  you  have  ever  seen  a  hill?  Where  did 
you  see  it?  What  did  it  look  like?  How  many  have  seen  a  mountain? 
Is  it  like  a  hill?  If  a  hill  were  to  grow  would  it  be  a  mountain  after 
a  while?  If  we  call  the  hill  a  kitten  then  the  mountain  will  be  tjie  old 
cat.  What  does  that  mean?  Are  the  cat  and  the  kitten  alike?  How? 
How  do  they  differ  ?  Are  the  mountain  and  the  hill  alike  ?  How  ?  How  do 
they  differ  ?  Let  us  not  answer  this  just  now  but  a  little  later.  Look  at  the 
mountain  yonder.  (Or  the  cloud  bank,  or  the  picture.  If  the  latter  is 
used,  call  attention  to  the  size  of  the  mountain  as  compared  to  the  size  of 
some  common  object  in  the  picture.)  Do  you  see  that  point  sticking  up 
higher  than  the  rest  of  the  mountain?  What  is  it  called?  Can  you  see 
other  peaks?  Did  the  hill  have  peaks?  Notice  those  deep  cuts  in  the 
sides  of  the  mountain.  Are  there  any  in  the  sides  of  a  hill?  Are  they 
as  large  ?    How  do  you  account  for  the  difference  ? 

Size  of  mountains.— How  long  does  it  take  to  walk  to  the  summit  of  a 
hill?  Of  the  mountain?  Which  is  the  higher?  Would  it  be  as  easy  to 
climb  a  mountain  as  to  climb  a  hill?  Give  two  reasons  why.  Which  is 
warmer,  a  mountain  or  a  hill?  Why?  What  is  a  mountain  chain  or 
range?  Point  one  out.  (The  crest  of  the  cloud  or  the  summit  of  the 
mountain  will  serve,  but  better  still  will  be  the  clay  model  of  the  mountain 
range.)  If  a  mountain  were  very  large  would  it  be  easy  to  climb  it? 
Why?  If  it  were  steep  how  would  you  get  up  most  easily?  What  is  a 
cliff?  (See  Fig.  18,  page  21,  State  Series  Introductory  Geography.) 
How  will  we  get  over  the  cliff  when  w^e  climb  the  mountain  ?  If  we  were 
to  climb  the  mountain  in  a  storm,  where  would  we  be  in  rain?  Where  in 
snow?     Why?     Where  do  trees  grow  on  mountains? 

Mountain  climb.— Let  us  go  on  an  imaginary  journey  to  the  top  of 
Mount  Shasta.  (Or  any  mountain  that  is  near.)  What  time  will  we 
leave  the  foot  of  the  mountain?  Why?  What  do  we  take  with  us? 
Why?    What  are  the  guides  for?     Describe  the  scenery  we  see  first. 

(14) 


What  is  the  '^timber  line^'l  How  do  the  plants  differ  from  now  on? 
What  is  the  '^snow  line'^'i  What  do  we  see  below  and  beyond  ns ? 
(If  the  teacher  has  pictures  of  these  parts  it  will  add  greatly  to  the 
interest  and  to  the  value  of  the  lesson.  If  nothing  better  is  at  hand  refer 
to  Fig.  19,  State  Series  Introductory  Geography.  Point  out  the  main 
features  in  the  picture  so  that  they  will  be  sure  to  get  the  value  of  them.) 
Why  does  the  guide  go  ahead  from  now  on?  What  is  an  avalanche? 
Why  are  we  interested  in  them?  What  dp  you  see  when  you  reach  the 
summit?  How  do  you  feel?  Do  you  note  any  plants  or  animals?  (It 
may  be  interesting  to  know  that  butterflies  have  been  seen  on  top  of 
Mount  Shasta  in  the  summer  time.)  Is  it  always  difficult  to  climb  moun- 
tains?    Why? 

Why  do  people  build  houses  and  hotels  in  beautiful  mountain  spots  ? 

Wealth  of  mountains.— Name  some  metals.  (Have  a  few  specimens  of 
metals  such  as  iron,  copper  and  lead.  Call  attention  to  their  being  heavy 
and  their  differences  of  color  and  appearance.)  Where  are  they  found? 
What  are  ores?  (A  few  specimens  of  ores,  such  as  gold,  silver,  iron, 
copper  and  lead  should  be  at  hand.  It  will  be  advisable  to  have  ores  of 
the  metals  shown  in  the  above  case.  The  ores  can  usually  be  obtained 
from  the  State  Mining  Bureau  or  cost  but  little  if  purchased  from  a  dealer. 
The  Chico  Normal  Extension  Department  has  samples  of  various  ores  and 
minerals  that  will  be  sent  out  upon  request  for  use  in  this  work.  The 
school  getting  the  same  will  be  expected  to  pay  parcels  post  charges  both 
ways  and  will  be  permitted  to  keep  them  as  long  as  they  are  needed  in  the 
work.  Usually  thirty  days  or  less  will  be  considered  time  enough,  but 
this  may  be  extended  as  found  desirable.)  What  are  some  of  the  metals 
used  for?  Why  do  people  sometimes  lock  up  their  jewelry?  Why  do 
men  protect  the  trees  in  the  forests?  Name  some  of  the  valuable  trees 
of  California.  Do  these  grow  on  the  mountains  near  here?  What  are 
trees  used  for?  What  other  things  do  mountains  furnish?  What  is  the 
water  used  for?  Of  what  use  are  the  ice  and  snow  on  the  mountains? 
What  would  happen  to  the  streams  if  there  were  no  ice  and  snow  to  melt  ? 
Where  does  all  of  the  water  go?  (This  question  will  be  answered  in  a 
later  chapter.) 

IV.    VALLEYS.    (Five  days.) 

Continue  the  daily  reviews.     See  pages  63  to  80. 

This  subject  must  be  connected  with  the  last  three  sections  so  as  to 
show  the  general  relationship  that  exists  between  mountains,  hills,  soil 
formation  and  valleys.  Later  it  will  be  necessary  to  include  all  four  of 
these  in  a  sort  of  an  introduction  to  the  chapters  so  as  to  be  sure  that  the 
pupils  see  the  connection  and  realize  that  it  has  all  been  about  nearly  the 
same  part  of  the  earth's  surface. 

Sand,  clay  or  modeling  of  some  other  sort  will  be  found  almost  indis- 
pensible  to  securing  an  easy  understanding  and  a  firm  grasp  of  the 
meaning  of  this  physiographic  form,  the  valley.  The  accuracy  of  the 
model  is  desirable  but  not  absolutely  necessary  to  insure  success. 

(15) 


Erosion  valleys.— What  happened  when  the  rain  fell  upon  the  school 
yard?  What  did  the  streams  carry  with  them?  Did  the  streams  take 
more  dirt  or  soil  from  one  place  than  from  another?  AVhat  was  formed 
where  the  least  soil  was  washed  away?  Is  it  higher  or  lower  between 
hills?  What  are  these  low  places  called?  Do  all  streams  form  valleys? 
How?  When  does  this  action  of  the  streams  cease?  Did  you  ever  see 
a  valley?  Wliat  did  it  look  like?  Are  there  any  valleys  in  your 
neighborhood?  Do  you  live  in  one?  (For  the  next  paragraph  let  them 
answer  the  questions  at  the  bottom  of  page  30  and  those  at  the  top 
of  page  31  of  the  State  Series  Introductory  Geography.)  Are  all  val- 
leys the  same  size?  How  many  slopes  does  it  take  to  form  a  valley? 
(Model,  in  clay  or  otherwise,  figure  26  and  have  them  recite  Avhile 
looking  at  the  model.  If  it  is  modeled  in  putty,  papier-mache,  or 
plaster  paris  it  may  be  kept  and  used  year  after  year  and  will  serve 
instead  of  figure  45  or  46.)  Point  to  them  on  the  model.  Is  it  easier 
to  run  up  hill  or  down  hill?  Which  way  does  the  water  run?  Why? 
Which  way  is  down  the  valley?  (If  they  have  any  difficulty  in  determin- 
ing, state  to  them  which  way  the  water  runs.)  Which  is  the  length  of  the 
valley?  Which  is  its  width?  Which  distance  is  the  greater?  Is  this 
schoolhouse  in  a  valley?  What  is  this  valley  called?  Which  way  is 
down  this  valley? 

Divide. — What  is  a  divide?  Point  it  out  on  the  model.  What  part  of 
the  house  is  the  same  as  the  divide  ?  Wliy  is  the  crest  of  the  ridge  called  a 
divide?  Is  the  divide  on  the  earth  all  in  a  straight  line  like  the  one  on  the 
house?  Why?  Do  you  see  any  reason  for  its  being  so  crooked?  (On 
account  of  the  creeks  or  headwaters  of  the  streams  carrying  soil  from  dif- 
ferent places  along  either  side  of  the  divide.)  Is  the  divide  always  sharp 
like  the  roof  of  the  house  ?  How  else  may  it  be  ?  Point  out  a  flat  divide 
on  the  model.  Measure  the  width  of  this  valley  on  the  model.  (Point  to 
one  and  then  watch  to  see  that  it  is  measured  correctly.^  Has  it  been 
done  correctly?  (If  it  has  not  call  on  others  to  do  so  correctly.)  Measure 
it  in  another  place.     Is  it  the  same  at  all  points? 

Folded  valleys.— Are  valleys  all  the  same  size?  (Mention  the  Sacra- 
mento-San Joaquin  instead  of  the  Mississippi  River.  It  is  nearer  home.) 
What  kinds  of  slopes  have  large  valleys?  Small  ones?  In  what  part  of 
the  valley  does  the  stream  flow?  What  is  a  plain?  Do  we  usually  have 
plains  in  small  valleys  ?  Were  large  valleys  formed  in  the  same  way  that 
small  ones  were?  (The  process  may  be  illustrated  by  bending  a  piece  of 
paper.)  How  is  each  formed?  The  Sacramento  Valley  is  due  to  folding. 
Is  the  Sacramento  Valley  just  the  same  now  as  it  was  a  thousand  years 
ago?  Why?  What  has  become  of  the  dirt  that  has  been  washed  away 
from  the  valley  in  the  places  along  the  foothills? 

Homes.— Where  do  people  usually  build  their  homes?  Why?  Do  they 
usually  live  on  the  sides  of  high  mountains?  Where  do  they  live  then? 
Give  two  reasons  why  people  may  not  want  to  live  on  hills.  Why  do  they 
live  in  the  valleys  ?  What  else  do  we  find  in  the  valleys  ?  Are  all  valleys 
level?     Is  the  school  yard  level?     Is  it  a  swamp  or  a  hill  top? 

(16) 


Drainage.— If  the  valley  were  all  level  what  would  become  of  the  water 
after  a  rainstorm"?  If  there  are  slopes,  what  happens?  What  would 
happen  if  the  grain  field  yonder  were  perfectly  flat  and  we  had  a  heavy 
rain  ?  What  would  be  the  effect  if  the  water  did  not  drain  away  from  the 
schoolhouse?  From  your  home?  How  do  the  farmers  sometimes  aid  the 
natural  drainage  ?  What  is  a  swamp  ?  What  is  the  effect  of  draining  a 
swamp?  What  kind  of  land  is  there  in  a  swamp?  Then  why  do  men 
drain  them  in  many  cases  ? 

Roads.— Where  do  people  usually  build  their  roads?  Where  are  the 
mountain  roads  usually  located?  What  is  a  '^mountain  pass"!  How  do 
they  go  down  the  other  side  of  the  mountain?  Where  would  you 
build  a  road  over  this  mountain?  (Point  out  a  mountain  on  the 
model.)  Why  do  roads  follow  the  valleys  even  in  a  hilly  country? 
Why  do  roads  follow  the  streams?-  Does  the  road  on  which  you  come  to 
school  follow  a  valley?  Does  it  follow  a  stream?  Why  is  it  easier  to 
build  a  road  on  a  plain  than  among  the  hills?  How  do  railroads  get  over 
the  mountains?  Mark  a  line  for  a  railroad  over  this  mountain.  (Point 
to  a  part  of  the  model.)  Why  is  the  railroad  track  made  as  nearly  level 
as  possible  when  it  passes  through  a  valley?  Have  you  ever  ridden  in  an 
automobile?     Why  have  automobiles  made  us  prepare  better  roads? 

Scenery.— Where  do  we  find  beautiful  scenery?  Is  there  any  beautiful 
scenery  near  here?  Where?  What  is  it?  Does  any  one  know  of 
another  place ?  Can  you  see  some  pretty  scenery  from  the  school  window? 
What  is  it?  What  are  autumn  leaves?  When  do  they  come?  There  is 
much  beauty  in  the  world  round  about  us  if  we  would  only  take  the  time 
to  see  it.  Could  you  imagine  a  more  beautiful  sight  than  a  field  of  tall 
grain  weaving  in  the  breeze  ? 


V.     RIVERS.    (Six  days.)  : 

Do  NOT  FORGET  THE  DAILY  REVIEW.     See  pagcs  63  to  80. 

llie  simplest  ivay  to  introduce  this  subject  is  hy  means  of  the  little  creek 
that  flows  hy  or  near  the  schoolhouse.  It  may  be  dry  during  the  greater 
part  of  the  year,  but  even  then  it  is  better  than  a  picture  of  a  river.  The 
pupils  have  seen  it  during  wet  weather,  or  if  the  subject  comes  in  at  the 
right  time  the  stream  may  be  full  of  water  just  when  you  need  it.  Going 
from  your  own  stream  to  any  other  will  be  an  easy  matter.  Many  of  the 
terms  such  as  banks,  falls  and  the  like  will  be  already  familiar  to  them  and 
will  need  no  drill.  All  that  is  needed  is  to  assure  them  that  the  parts  of 
the  stream  that  they  know  are  the  same  as  the  ones  the  book  tells  of. 

Home  geography  should  be  a  reality.     Make  it  so. 

A  clay  model  of  one  of  the  figures  in  the  text  (either  45  or  46)  will  be 
very  useful.  The  river  can  be  made  more  realistic  by  sprinkling  water 
over  the  model  and  watching  it  collect  to  form  the  river  system. 

Emphasize  especially  the  relation  of  the  river  and  its  processes  to  the 
people  who  live  along  it  or  in  its  valley. 

2 GEOG  (17) 


Source. — What  happens  when  a  light  rain  falls  on  the  school  yard?  A 
heavy  rain?  How  does  the  water  run  off?  After  the  water  leaves  the 
school  yard  where  does  it  go?  Is  the  creek  or  brook  the  same  width  at 
all  places  ?  Are  there  any  deep  holes  ?  "Where  ?  Is  it  deep  all  the  way  ? 
Where  is  it  shallow?  What  are  rapids?  Are  there  any  near  here?  Do 
they  look  like  figure  37  in  the  text?  Are  there  any  waterfalls?  They 
may  be  smaller  than  those  in  figure  38  in  the  text..  Are  they?  (All  of  the 
above  should  be  asked  about  the  creek  that  flows  near  the  schoolhouse  if 
such  a  creek  exists.)  Where  does  the  water  in  the  creek  go?  What  is 
the  chief  difference  between  a  creek  or  brook  and  a  river?  What  is  the 
source  of  a  river?  How  large  are  most  rivers  at  their  sources?  (Refer 
to  the  river  in  your  own  neighborhood  if  there  be  one.  Otherwise  use 
pictures  such  as  Figs.  37-44  in  Introductory  Geography.)  Are  they  the 
same  size  farther  down?     Why? 

Mouth  of  river. — Along  what  part  of  a  river  do  we  find  cliffs?  What 
happened  when  we  rubbed  two  rocks  together?  (Repeat  if  necessary.) 
What  happens  when  I  strike  these  two  rocks  together?  (Have  two  sharp 
cornered  rocks  to  illustrate  with.)  What  is  the  effect  when  a  torrent 
dashes  one  rock  against  another?  What  will  be  the  result  if  they  are 
dashed  along  for  several  miles?  What  is  finally  formed  from  the  rock 
material?  If  we  were  to  follow  down  the  stream  what  changes  wo^ld  we 
note  in  the  size  of  the  river  ?  What  are  tributaries  ?  What  is  the  stream 
bed?  How  does  the  slope  change  as  you  go  down  the  river?  What  do 
you  notice  on  both  sides  of  the  river  after  you  have  passed  out  onto  the 
plains?  How  large  are  the  particles  carried  by  the  stream  here?  How 
will  we  cross  the  river  here?  Why  not  wade  across?  What  do  we  see 
on  the  river  at  this  point?  What  are  these  boats  for?  Where  does  the 
river  lead  to  ?  AVhat  is  the  "mouth  of  the  river' ^"l  What  kind  of  material 
does  it  carry  near  its  mouth?  What  finally  becomes  of  the  sediment? 
Compare  the  size  of  the  river  at  its  source  with  its  size  at  its  mouth. 

Water  supply. — AVhere  does  the  water  come  from?  What  happens  to 
small  streams  and  to  some  large  ones  after  a  rain?  What  keeps  large 
rivers  from  drying  up  during  the  summer?  Give  another  possible  reason. 
Does  all  of  the  rain  water  run  off  immediately  ?  Where  does  it  go  ?  How 
do  you  know  there  is  water  in  the  ground?  What  is  a  spring?  What  is 
a  flood?  Why  are  people  on  low  ground  anxious  about  high  water? 
How  do  they  sometimes  protect  themselves? 

Flood  plains. — We  noted  that  when  water  was  poured  on  soil  some  of 
the  soil  was  washed  away.  Where  did  it  go?  Where  does  the  soil  go 
that  is  washed  away  from  the  yard  by  the  rain  ?  Put  some  muddy  water 
into  a  glass  and  let  it  stand  a  while.  AYhat  happens  to  the  sediment? 
How  does  this  hel^p  to  explain  what  becomes  of  the  soil  removed  by  the 
rain?     What  is  a  flood-plain?     Describe  it  by  telling  how  it  is  made. 

Deltas. — If  the  stream  flows  quite  swiftly  till  it  reaches  a  lake  or  the 
ocean  what  becomes  of  the  sediment?  Why  is  it  deposited  here?  AVhat 
is  formed  at  first?  What  is  finally  formed?  What  is  a  delta?  What  is 
the  shape  of  the  surface  of  a  delta?     Why?     How  does  the  delta  grow? 

(18) 


(Refer  to  Fig.  45,  State  Series  Introductory  Geography,  or  a  model  of  it 
when  talking  of  deltas.) 

River  system. — Describe  a  river  system.  (Name  some  local  river  to  be 
described.)  What  is  a  river  basin?  Point  one  out  on  the  model.  How 
does  a  river  basin  differ  from  a  true  basin?  If  it  were  a  true  basin  what 
would  it  be?     (A  lake.) 

Water  supply  and  drainage.— In  what  way  is  the  Sacramento  (or  any 
other  river)  useful?  In  what  other  ways  is  it  usefulj  How  do  plants 
near  the  river  and  those  away  from  it  differ  in  hot  weather?  What  is 
irrigation?  How  is  it  accomplished?  Are  there  any  irrigation  ditches 
near  here?  W^hat  is  another  use  for  the  water  of  a  river?  How  else  are 
rivers  important  to  the  land  through  which  they  flow?     To  our  city? 

Power. — If  a  stream  flows  swiftly  how  may  it  be  useful?  How  is  this 
accomplished?  (A  small  water  wheel  may  be  put  into  the  stream  near 
the  schoolhouse  to  show  this,  or  make  a  water  wheel,  attach  it  to  a 
V-shaped  trough  in  such  a  way  that  it  will  run  when  water  is  poured  into 
the  trough.  Tilt  the  trough  at  different  angles  and  note  the  result.)  For 
what  is  it  used  ?  What  is  ' '  water  power ' '  ?  What  are  factories  ?  Wliere 
is  water  power  found?     Why  are  cities  often  located  at  a  fall  in  a  river? 

Navigation. — Name  one  other  way  in  which  rivers  are  valuable.  Why 
are  boats  used  on  a  river?  Why  is  it  easier  to  carry  goods  along  a  river 
than  overland?  Which  is  cheaper?  One  horse  could  haul  about  forty 
times  as  much  on  a  boat  as  on  land.  What  kinds  of  rivers  are  best  for 
boats?  W^hy  do  farmers  prefer  to  live  near  a  road,  railroad  or  large 
river?     AVhy  are  many  cities  on  large  rivers?     Name  some. 

VI.     PONDS  AND  LAKES.    (Four  days.) 

Review  as  before.     See  pages  63  to  80. 

A  great  manj^  schools  will  be  so  situated  that  there  will  be  ponds  and 
lakes  within  easy  reach,  at  least  during  the  rainy  season.  Have  the 
children  study  these  as  they  find  them.  If  it  is  impossible  to  take  excur- 
sions during  school  time  you  can  at  least  set  tasks  for  them  to  perform  at 
recess,  after,  or  before  school,  such  as  looking  for  the  various  physical 
features.  A  puddle  of  water  in  the  school  yard  or  a  clay  model  filled 
with  water  in  the  school  room  will  help  to  give  ideas  about  lakes,  but 
pictures  will  be  needed  to  give  an  idea  of  the  actual  size  of  them.  Have 
them  learn  the  features  from  the  model,  then  write  the  names  of  these 
features  on  slips  of  paper,  fasten  these  slips  to  sharpened  sticks,  and  send 
the  children  (part  or  all  at  a  time  as  the  teacher  may  think  best)  to  the 
pond,  where  they  can  stick  the  labels  to  indicate  the  different  features 
about  which  they  have  been  studying.  Later  the  teacher  can  visit  the 
pond  and  see  if  the  labels  are  properly  placed.  If  all  are  not  correct, 
replace  them  in  their  proper  location  and  send  the  class  to  see  them  again. 
This  will  help  to  correct  any  errors  they  may  have  drifted  into. 


(19X 


Origin. — What  are  the  uses  of  rivers?  "Where  does  the  water  come 
from?  When  are  the  rivers  the  highest?  When  the  lowest?  How  do 
men  sometimes  save  the  water  for  summer  use?  What  is  a  pond?  (Call 
attention  to  the  puddle  in  the  yard.)  When  do  ponds  fill  up?  AVhen  are 
they  nearly  dry?  If  a  river  flows  through  one  what  effect  will  it  have 
on  the  time  when  the  pond  will  dry  up?  What  is  a  lake?  How  is  it 
formed?  What  is  the  difference  between  a  pond  and  a  lake ?  Name  other 
ways  in  which  lakes  are  formed?  (Have  a  clay  model  of  a  lake  with  all 
of  the  features  to  be  taught  represented  on  it.)  What  is  an  inlet?  Point 
to  one  on  the  model.  What  is  an  outlet  ?  Point  to  it.  What  is  sediment  ? 
How  is  it  carried  from  one  place  to  another?  When  a  stream  flows  into 
a  lake,  what  becomes  of  the  sediment?  If  this  continues  for  many  years, 
what  is  formed ?  What  is  a  delta?  What  happens  if  the  delta  continues 
to  grow  for  a  long  time?  What  is  formed?  What  is  the  head  of  the 
lake?  The  foot  of  the  lake?  (Evaporate  some  water  and  show  the 
white  substance  left,  or  better  still  have  an  old  teakettle  or  some  of  the 
coating  from  the  inside  of  it.  The  water  may  be  evaporated  in  a  glass 
beaker  while  the  class  is  reciting.  Put  some  salt  into  some  Avater  and 
heat  the  water.  Hold  a  cold  clean  dish  of  some  sort  over  it  so  as  to  collect 
a  few  drops  of  the  steam.  Cool  the  water  in  the  dish.  Show  the  first 
dish.)  All  water  contains  this  white  substance.  Some  of  it  is  'tommon 
table  salt.  (Hand  the  dish,  on  which  the  vapor  has  collected,  to  one  of 
the  pupils.)  Taste  the  few  drops  of  vapor  that  are  on  this  dish.  Are 
they  salty?  Taste  this  water.  Is  it  salty?  AVhat  happened?  (The 
water  evaporated  and  left  the  salt  in  the  dish.)  This  is  what  takes  place 
when  the  sun  shines  on  the  lakes  and  ponds,  but  of  course  the  water  does 
not  get  so  hot.  If  no  water  flows  out  of  a  lake,  why  does  the  lake  become 
salty  ?     What  two  kinds  of  lakes  are  there  ? 

Shore  line. — AVhat  is  the  shore  line  of  a  lake?  Point  to  it  and  trace  it 
out,  W%at  is  a  beach?  How  is  it  different  from  any  other  part  of  the 
shore  line?  Is  there  one  on  this  model?  Where?  What  is  a  headland? 
Point  to  one.  Point  to  a  cape.  A  peninsula.  A  bay.  A  strait.  W^hat 
is  a  harbor?  Can  you  locate  one?  Is  there  one  in  California?  Where? 
Point  to  an  island.     Is  there  one  near  here  ? 

Uses. — In  what  ways  are  lakes  used  the  same  as  rivers?  What  are 
waterways?  Why  have  people  settled  on  lakes?  Why  have  they  built 
cities  there  ? 

Harbors. — How  are  wagons  loaded  w^ith  wheat  (or  fruit,  or  any  local 
product)  ?  How  are  railway  cars  loaded?  Could  ships  be  loaded  in  the 
same  way?  Why?  What  will  we  need  to  be  able  to  load  a  ship ?  What 
is  a  wharf?  How  will  you  load  a  ship  that  is  moored  to  a  wharf?  What 
is  a  breakwater?     For  what  is  it  used? 


(20) 


VII.     THE  OCEAN.    (Two  days.) 

This  subject  is  somewhat  removed  from  the  average  pupil  in  the  Cali- 
fornia schools  and  consequently  for  such  its  explanation  depends  almost 
wholly  upon  their  reasoning  powers  and  the  use  of  pictures.  Consequently 
it  is  best  treated  rather  briefly  and  left  for  more  detailed  treatment  when 
they  are  better  able  to  understand  it  later  on.  Then  the  globe  can  be 
brought  into  use  and  an  idea  of  the  relation  of  the  land  masses  to  the 
ocean  as  well  as  the  relative  size  of  each  can  be  developed.  Schools  near 
the  ocean  can  put  more  time  on  it  and  do  so  very  profitably.  Pictures 
will  supply  much  of  the  material  needed  for  a  profitable  study  of  this 
section.  These  pictures  should  include  a  picture  of  a  storm  at  sea,  a 
picture  of  the  shore  and  one  of  ships  so  as  to  get  an  idea  of  the  vastness 
of  the  ocean.  Figures  57,  58,  59,  60  and  61  of  the  State  Series  Introduc- 
tory Geography  will  be  found  valuable  for  this  work. 

Extent. — If  we  are  to  start  from  the  schoolhouse  and  follow  the  little 
rills  that  form  during  a  heavy  rainstorm  till  they  reach  a  lake  or  some 
large  body  of  Avater,  what  change  would  we  note  in  the  size  of  the  stream  ? 
There  are  hundreds  and  thousands  of  such  streams.  Can  you  imagine  how 
much  water  is  carried  by  them  in  a  year  ?  If  it  all  flowed  into  a  pond  and 
none  flowed  out,  what  would  happen  to  the  pond?  (It  would  become  a 
lake.)  If  it  then  continued  to  flow  into  a  lake  what  would  happen  to  the 
lake?  (It  would  become  an  ocean.)  Can  you  imagine  a  body  of  water 
thousands  of  limes  as  large  as  a  lake?  How  large  is  the  ocean?  (These 
answers  will  merely  serve  to  show  how  well  the  class  has  imaged  the 
subject.)  No  w^ater  ever  runs  out  of  the  ocean  but  some  of  it  evaporates. 
Is  the  ocean  fresh  or  salt? 

Waterway. — What  is  a  waterway?  How  can  the  ocean  be  used  as  a 
waterway?  Are  the  ships  large  or  small?  Why?  In  what  ways  is  the 
ocean  like  a  lake?  What  is  a  harbor?  How  are  harbors  useful  to  ships? 
Why  are  cities  located  on  harbors?  What  is  California's  best  harbor? 
(San  Francisco  Bay.)  Can  you  see  why  the  city  of  San  Francisco  is 
located  on  this  harbor? 

Other  Uses. — Why  do  people  go  to  the  seashore  in  the  summer  time? 
What  do  people  do  at  summer  resorts?  How  else  is  the  ocean  useful  to 
man?  Why  do  we  need  rain?  Where  does  it  go  when  it  strikes  the 
earth? 

Scenery. — Why  do  people  build  parks?  What  do  they  have  in  parks? 
What  are  the  creeks  and  lakes  for?  All  about  us  we  find  beautiful  things 
that  nature  has  made  for  us.  Are  there  any  near  here?  (Pictures,  if 
properly  used  here,  will  aid  greatly  in  giving  an  idea  of  the  beauty  of 
different  places  over  the  earth's  surface  and  especially  in  the  different 
parts  of  California.) 


(21-) 


VIII.     THE  AIR.    (Five  days.) 

Review  continuously.     See  pages  63  to  80. 

This  subject  is  one  that  should  have  a  wide  interest.  It  is  favored  in 
that  it  can  be  studied  as  well  at  one  place  as  at  another.  Of  course  so 
far  as  storms  and  the  precipitation  of  moisture  are  concerned  it  can  best 
be  undertaken  while  storms  are  in  progress,  but  usually  the  experiences  of 
the  children  will  be  broad  enough  that  the  teacher  may  draw  on  them 
quite  freely.  The  greater  part  of  it  will,  therefore,  be  familiar  to  them 
and  the  first  time  over  will  really  be  a  review  and  also  a  sort  of  an 
organization  of  the  experiences  they  already  possess.  Instead  of  using 
the  time  for  drill  it  would  seem  advisable  to  use  some  of  it  at  least  for  the 
work  suggested  at  the  end  of  the  chapter,  i.  e.,  an  elementary  study  of 
weather  maps. 

Materials. — Small  empty  bottle,  vessel  of  water,  paper  windmill  (see 
Appendix),  candle,  touch  paper  (see  Appendix),  piece  of  wood,  piece  of 
iron,  glass  of  water  and  small  piece  of  ice. 

Occupies  space. — Perform  the  experiments  and  ask  the  questions  indi- 
cated in  the  fine  print  on  page  77  of  State  Series  Introductory  ^Geography. 
Why  does  not  the  bottle  fill  with  water  when  pushed  down  into  the  water 
mouth  first?  What  is  air  used  for?  What  is  wind?  Wet  your  finger, 
then  blow  on  it  or  hold  it  in  the  wind.  How  does  it  feel?  This  is  one 
way  to  show  that  the  wind  is  blowing. 

Winds. — What  is  the  atmosphere?  Where  is  it  found?  How  far  does 
it  reach  up  from  the  earth?  What  is  a  breeze?  What  is  a  wind?  The 
air  is  never  quiet.  How  can  you  show  this?  (The  clouds  high  up  in  the 
sky  are  always  moving.)  Put  this  windmill  (paper  windmill)  out  of  the 
window  where  the  wind  strikes  it.  AYhat  happens?  Blow  against  it. 
What  happens?  What  makes  it  turn?  (Place  a  lighted  candle  on  the 
table  where  all  can  see  it  and  hold  the  paper  windmill  over  it.  It  begins 
to  turn.)  What  does  that  mean?  (The  air  is  moving  upward.  Light  a 
piece  of  touch  paper  and  hold  it  above  the  candle.)  What  does  this  show? 
(Hold  it  a  little  to  one  side  and  a  little  below  the  level  of  the  flame.) 
What  does  this  show?  (Hold  it  a  little  farther  away.)  Where  does  the 
air  come  from  to  take  its  place?  Hold  your  hand  over  the  candle.  (The 
pupils  must  either  be  allowed  to  walk  up  to  the  desk  or  the  candle  may  be 
passed  back  to  the  pupil.)  What  do  you  find?  What  causes  the  air  to 
rise?  What  causes  it  to  come  in  from  other  places?  W^hat  causes  air  to 
move?  (Hold  the  windmill  over  the  stove.  If  there  is  no  stove  or 
radiator  or  if  there  is  no  fire  in  the  stove  or  heat  in  the  radiator  this  must 
be  omitted.)  What  does  that  mean?  What  happens  when  air  is  heated? 
If  you  put  a  piece  of  iron  into  water  what  happens?  (Perform  this 
ex,periment  if  it  is  deemed  necessary.)  If  I  put  a  piece  of  wood  into  water 
what  happens?  Can  you  explain  why  one  sinks  and  the  other  rises? 
Why  does  warm  air  rise?  What  took  place  around  the  candle?  What 
causes  winds  ?  If  it  is  cold  to  the  east  of  here  and  warm  to  the  west  of  us 
what  kind  of  winds  will  we  have  ?     Explain  what  happens. 

(22) 


Uses. — Did  you  ever  try  to  walk  against  a  strong  wind?  With  it? 
Which  was  easier?  Why?  How  can  this  force  be  used?  Another  use? 
(See  figure  67,  State  Series  Introductory  Geography,  for  the  answer.)  If 
you  hang  a  wet  cloth  out  in  the  sun  what  happens?  If  you  boil  water  on 
the  stove  what  happens?  Where  does  the  steam  go?  If  you  set  a  dish 
of  water  in  the  sun  for  a  few  days,  what  happens?  Where  does  the 
water  go?  Why  don't  you  see  it  in  the  air?  How  can  you  show  that  it 
is  there?  (If  they  are  unable  to  suggest  it,  refer  them  to  figure  70  of  the 
State  Series  Introductory  Geography.)  What  has  happened?  Where  did 
the  water  come  from?  What  happens  when  the  sun  shines  on  the  ocean? 
What  do  the  winds  do  with  this  moisture?  How  else  do  jou  know  that 
there  is  moisture  in  the  air?  Why  could  you  call  winds  water  bearers? 
What  is  a  desert  ?     Would  you  like  to  live  there  ?     Why  ? 

Condensation. — What  made  the. drops  of  water  collect  on  the  glass  of 
ice  water?  What  happens  when  vapor  is  condensed?  If  air  is  cooled 
what  happens  to  the  moisture  in  it?  In  what  ways  may  it  be  cooled? 
How  do  mountains  aid  in  cooling  it?     How  are  thunder  storms  caused? 

Forms  of  vapor. — Did  you  ever  notice  your  breath  on  a  frosty  morning? 
What  caused  it?  What  is  a  fog?  Did  you  ever  see  a  fog?  What  are 
clouds?  What  did  they  look  like?  How  are  they  formed?  AYhat  is 
rain?  How  are  the  drops  formed?  Does  it  ever  rain  on  a  clear  day? 
Where  does  the  rain  come  from?  AVhy  do  the  drops  fall  to  the  ground? 
If  the  air  strikes  cold  leaves,  what  often  happens?  If  the  air  is  cooled 
below  the  freezing  point  before  the  vapor  is  deposited,  what  is  it  called? 
What  is  the  difference  between  frost  and  dew?  Between  rain  and  dew? 
What  is  snow  ?  How  is  it  formed  ?  What  is  the  difference  between  rain 
and  snow?  Of  what  use  are  dust  particles  in  the  formation  of  rain  and 
snow?  If  it  rains  on  top  of  the  mountain  does  it  snow  in  the  valley 
below?  Why?  If  it  snows  on  the  mountains  does  it  snow  in  the  valley? 
If  it  rains  in  the  valley  may  it  snow  on  the  mountain?  Why?  Why  do 
winds  from  the  ocean  sometimes  bring  rain?  Why  do  those  from  the  land 
seldom  bring  rain  ?     What  is  a  weather  record  ?     For  what  can  it  be  used  ? 

(For  elementary  study  of  weather  maps  see  Appendix.) 


IX.     INDUSTRY  AND  COMMERCE.    (Five  days.) 

The  greater  part  of  the  subjects  of  commerce  and  industry  is  better 
considered  several  grades  later,  but  the  meanings  and  reasons  for  the 
existence  of  each  can  be  given  by  applying  it  to  the  local  community. 
Trade  on  a  broad  basis  can  not  be  understood  until  the  pupils  are  far 
enough  along  that  they  realize  that  all  other  countries  are  unlike  their 
own  in  a  great  many  ways.  This  means  that  it  should  come  well  toAvard 
the  end  of  the  grammar  school  curriculum.  A  great  deal  of  it  will  be 
gotten  as  they  go  on  through  the  geography  course. 

What  kind  of  work  does  your  father  do?  (Ask  several.)  Why  does 
he  work?  Do  all  men  work?  Why  should  all  men  work  at  some  kind  of 
industry?     What  other  kinds  of  work  are  done  in  this  neighborhood? 

(23) 


(Have  them  name  several.)  What  is  a  storekeeper?  What  does  he  do? 
Where  does  he  get  his  goods  ?  Who  buys  them  ?  Could  you  buy  a  dress 
at  the  store?  A  pencil?  A  dipper?  Were  stores  always  as  they  are 
now?  How  do  people  up  in  the  mountains  where  there  are  no  stores  get 
dresses?  Pencils?  Sugar?  Do  they  come  to  the  store  every  day? 
Why?  AVhere  did  people  get  their  clothing  a  hundred  years  ago?  Why 
didn't  they  go  to  the  store?  Why  did  they  settle  along  the  coast  at  first? 
How  was  the  land  away  from  the  coast  settled  ?  Where  did  they  get  their 
goods  at  first?  Later?  Tell  about  Abraham  Lincoln.  Where  did  the 
early  settlers  get  wheat?  Their  clothing?  Where  did  they  get  sugar? 
Gun  powder?  How  did  they  get  to  the  store?  Did  they  go  often? 
Why?  What  did  they  usually  take  to  the  store?  What  did  they  bring 
back?  What  did  they  call  this?  What  happened  after  a  number  of 
families  had  settled  near  each  other?  Where  did  the  farmers  trade 
then?  How  is  this  changed  now?  How  have  the  stores  changed?  Make 
a  list  of  the  different  things  men  do  in  this  neighborhood,  for  a  living. 
Make  a  good  definition  of  "commerce"  by  using  what  we  have  learned 
thus  far  about  trading.  These  various  things  that  men  do  to  earn  a  living 
are  usually  spoken  of  as  ''industries." 

If  we  raise  more  fruit  (or  any  other  local  product)  than  we  jieed,  what 
is  done  with  the  amount  not  needed?  In  what  ways  may  it  be  shipped 
from  here?  If  you  were  going  to  ship  some  of  it  to  some  people  in  the 
mountains  where  there  are  no  roads,  how  would  you  send  it  ?  W^hat  is  a 
pack  train?  A¥here  are  wagons  used  for  shipping  goods?  How  may  you 
ship  your  fruit  if  you  live  on  the  bank  of  a  river?  If  you  live  near  the 
railroad?  What  is  the  difference  between  commerce  and  industry?  How 
are  roads  used  in  commerce?  Are  things  shipped  over  roads  more  cheaply 
than  over  places  having  no  roads?  Why?  Why  are  good  roads  better 
than  poor  ones ?  What  is  a  good  road?  How  can  one  be  made?  Does  it 
really  cost  more  than  a  poor  road? 

X.     GOVERNMENT.     (Two  days.) 

You  SHOULD  REVIEW^  A  FEW  MINUTES  EACH  DxVY.       ScC  pagCS  63  tO  80. 

This  chapter  seems  to  be  beyond  the  reach  of  children  of  ten  or  eleven 
and  consequently  is  better  left  till  these  things  are  taken  up  in  a  regular 
course  in  civics.  A  few  little  ideas  may  be  given  here,  such  as  the  need 
for  government  and  the  chief  reasons  for  centralizing  government.  Those 
parts  which  are  little  understood  by  many  grown-ups  and  consequently 
bej^ond  pupils  of  the  fifth  or  sixth  grade  are  better  avoided  entirely. 
Otherwise  it  will  be  at  best  but  an  attempt  at  the  subject  and  will  in  many 
cases  result  in  a  muddle  of  details.  This  does  not  mean  that  the  subject 
of  geography  is  to  be  slighted  on  this  account,  but  on  the  contrary  some- 
thing will  be  suggested  later  to  take  the  place  of  the  part  left  out. 

Home. — When  you  go  home  to-night  will  you  go  to  the  pantry  and  eat 
all  of  the  jam?  Why?  Will  you  eat  all  of  the  fruit  cake  you  want? 
Why?     Will    your    brother    do    so?     AYhy?     Will   your    sister?     Why? 

(24) 


"What  would  happen  if  you  were  allowed  to  do  as  you  pleased  in  your 
home?  Suppose  your  sister  and  brother  did  as  they  pleased  also.  What 
kind  of  a  home  would  you  have?  Would  you  like  a  home  where  you 
would  not  be  able  to  have  any  playthings  of  your  own?  Would  you  all 
be  happy?  Then  why  do  your  mother  and  father  have  to  make  you  do 
certain  things  in  the  home  ?  Is  it  necessary  to  have  some  sort  of  a  govern- 
ment in  order  that  you  be  happy? 

School. — Can  you  sit  where  you  please  in  the  school?  Can  you  eat 
apples  in  school  if  the  teacher  sees  you?  Why  not  do  these  things?  If 
you  all  went  out  to  play  when  you  pleased  what  kind  of  a  school  would 
we  have?  Is  there  any  need  of  government  in  the  school?  What  is  a 
rule?     What  is  it  for? 

State. — Can  I  take  your  hat  whenever  I  want  to  ?  Why?  Can  you  take 
my  cape  and  keep  it?  Why?  Can  some  one  take  your  lunch  every  day 
and  eat  it?  Why?  If  we  did  all  of  these  things,  would  we  be  happy? 
Can  I  go  to  town  and  haul  away  a  load  of  lumber  and  not  pay  for  it? 
Why?  Why  do  we  need  government  in  the  State?  What  do  we  call 
the  rules? 

Nation. — If  I  were  to  go  to  Nevada  and  drive  some  cattle  to  California 
and  sell  them  what  would  happen?  Why?  Could  you  go  to  Oregon  and 
haul  away  a  carload  of  apples?  Why?  AVhat  would  happen  if  you  did? 
Why?  Do  we  need  a  larger  government  than  the  state?  Why?  What 
are  its  rules  called?  Who  sees  that  the  rules  are  enforced  in  the  home? 
Who  sees  to  that  in  the  school?  In  the  State?  In  the  United  States? 
Who  chooses  the  ruler  in  your  home?  In  the  school?  In  the  State?  In 
the  United  States?  Does  each  ruler  have  a  definite  home ?  Why?  What 
is  the  ruler  of  the  home  called?  Of  the  school?  Of  the  State?  Of  the 
United  States?  (If  they  do  not  know  some  of  these  state  the  names  for 
them.) 

XI.     MAPS. 

The  preliminary  work  of  this  topic  has  been  treated  in  Chico  State 
Normal  Bulletin  No.  V,  pp.  12-13.  If  the  class  is  not  already  familiar 
with  the  work  it  will  be  best  to  turn  to  that  Bulletin  and  drill  upon  the 
work  given  there  until  it  is  well  in  hand.  Then  take  up  the  work  as 
indicated  below. 

What  are  maps  for  ?  For  what  are  they  used  ?  Could  you  draw  a  map 
of  the  top  of  your  desk?  Of  the  school  yard?  Of  the  whole  valley? 
Could  each  of  these  be  drawn  on  a  small  piece  of  paper?  How?  What 
is  drawing  to  scale?  If  I  have  a  board  forty  feet  long  and  want  to  draw 
it  to  scale  on  a  piece  of  paper  six  inches  square,  what  scale  shall  I  use? 
(If  it  is  found  necessary,  drill  them  with  similar  questions  till  they  are 
familiar  with  the  meaning  of  a  scale.)  Turn  to  page  110.  Measure  the 
top  of  the  map  (figure  87).  How  long  is  it  in  inches?  How  many  feet  is 
that?     How  long  should  it  be?     Measure  the  right  side.     How  long  is 


Note. — Where  reference  is  made  to  pages  or  figures  in  wliat  follows  it  is  to  be  under- 
stood that  it  is  to  the  State  Series  Introductory  Geography. 

(25) 


that?  How  msLiay  feet?  How  long  is  the  teacher's  desk?  How  wide? 
How  large  is  the  piano?  How  large  are  the  desks?  How  wide  are  the 
doors?  How  far  from  the  wall  on  the  left  to  the  first  row  of  seats ?  Draw 
a  map  of  our  schoolhouse.  (Aid  them  in  the  selection  of  a  simple  scale. 
Follow  the  directions  given  in  the  text.)  Draw  a  map  of  the  school  yard 
according  to  the  directions  given  on  page  110.  DraAv  the  third  map  as 
indicated  on  pages  110  and  111.  (The  second  and  third  maps  may  be 
done  when  convenient  or  left  out  entirely  if  thought  advisable.)  How 
are  maps  sometimes  used?  What  is  a  compass?  (Show  one  to  the 
class.)  For  what  is  it  used?  In  what  direction  does  it  point?  (Show 
that  it  does  so.)  What  is  the  North  Star?  (Tell  just  how  it  may  be 
located.  See  Appendix.)  Where  does  the  sun  rise?  Where  does  it  set? 
(Continue  with  the  questions  as  given  in  the  text,  page  112.  Then  ask 
the  following  questions:)  Which  is  the  north  side  of  your  map ?  Which 
is  east?  West?  South?  (Follow  the  directions  given  in  the  fine  print 
at  the  bottom  of  page  113  of  the  text  and  continue  with  the  following:) 
What  is  a  map?  What  do  maps  show?  Does  your  map  show  the  school- 
house  as  it  is?  Why?  Does  it  show  the  yard  as  it  is?  Why?  W^hat  is 
not  shown?  Does  any  flat  map  show  the  region  as  it  really  is?  What 
other  kinds  of  maps  are  there?  How  do  they  differ  from  our  maps? 
What  is  a  relief  map?  What  does  it  show?  We  have  studied  something 
similar  to  a  relief  map.     What  was  it?     (A  clay  model.) 


(26) 


PART  II. 

THE  EARTH  AS  A  WHOLE. 

MINIMUM  BOOK  LIST. 

The  course  as  outlined  later  can  be  successfully  carried  on  by  the  use 
of  the  following  books.  However,  if  the  books  in  the  complete  list  are 
available  they  will  be  found  to  be  valuable.  The  idea  has  been  to  give  a 
list  that  contains  as  few  books  as  possible  to  successfully  carry  on  the 
course  as  outlined  later : 

Carpenter,  Africa.     American  Book  Co 30  60 

Carpenter,  Asia.     American  Book  Co 60 

Carpenter,  Australia.     American  Book  Co 60 

Carpenter,  Europe.     American  Book  Co 60 

Carpenter,  North  America.     American  Book  Co 60 

Carpenter,  South  America.     American  Book  Co 60 

Coe,  Modern  Europe.     Silver 60 

Coe,  Our  American  Neighbors.     Silver 60 

Fairbanks,  Geography  of  California.     Whitaker 75 

George,  Little  Journeys  to  Hawaii  and  the  Philippines.     A.  Flanagan 50 

George,  Little  Journeys  to  Italy,  Spain  and  Portugal.     A.  Flanagan 50 

George,  Little  Journeys  to  Scotland  and  Ireland.     A.  Flanagan 50 

King,  Book  III.     Lee - 56 

Northern  Europe.     Ginn 25 

Pratt,  Stories  of  England.     Educational 60 

Smith,  Life  in  Asia.     Silver 60 

Smith,  Our  Ov^n  County.     Silver 50 

Toward  the  Rising  Sun.     Ginn 25 

Discounts  are  allowed  on  a  number  of  the  above  books  so  that  the  cost 
for  this  course  will  not  be  so  great  as  indicated  above.  In  addition  to  this 
fact  is  the  one  that  nine  of  the  above  Minimum  List  are  included  in  the 
Minimum  List  for  the  Journey  Geography  as  given  in  Bulletin  No.  V, 
Part  II. 

If  only  the  minimum  list  of  books  is  available  the  topics  marked  with  an  asterisk  (*) 
may  be  omitted.     This  will  not  materially  interfere  with  the  course  as  outlined. 

COMPLETE  BOOK  LIST. 

Note. — The  books  marked. with  an  asterisk  (*)  are  the  ones  included  in  the  Minimum 
Book  List. 

The  following  is  a  complete  list  of  all  of  the  books  referred  to  in  this 
Bulletin.  All  are  valuable  books  and  should  be  used  if  available.  Nearly 
every  one  of  these  books  will  be  read  by  the  pupils  in  the  later  grades. 
There  are,  however,  a  few  exceptions,  but  it  is  necessary  to  refer  to  these 
more  technical  books  for  a  few  special  topics.  The  prices  and  names  of 
the  publishers  are  added  so  that  teacher  may,  at  a  glance,  know  what  the 
cost  of  any  or  all  of  the  books  used  in  this  course  may  be.  It  is  hoped 
that  the  teacher  may  from  time  to  time  include  a  few  of  these  books  in 
the  order  for  the  library :  p^i^g^ 

Allen,  Children  of  the  Palm  Lands.     Educational $0  50 

Allen,  Industrial  Studies — United  States.     Ginn 50 

Andrews,  Each  and  All.     Ginn 50 

Andrews,  Seven  Little  Sisters.     Ginn 50 

Andrews,  Ten  Boys.     Ginn 60 

Badlam,  Views  in  Africa.     Silver 72 

(27) 


Price. 

Ballop,  Footprints  of  Travel.     Ginn $1  00 

Benedict,  Stories  of  Persons  and  Places  in  Europe 1  00 

Bradish,  Stories  of  Country  Life.     American  Book  Co 40 

By  Land  and  Sea.     Perry  Mason 50 

♦Carpenter,  Africa.     American  Book  Co 60 

♦Carpenter,  Asia.  American  Book  Co 60 

♦Carpenter,  Australia  and  the  Islands  of  the  Pacific.     American  Book  Co 60 

♦Carpenter,  Europe.     American  Book  Co 60 

Carpenter,  Foods.     American  Book  Co 60 

♦Carpenter,  North  America.     American  Book  Co 60 

♦Carpenter,  South  America.     American  Book  Co 60 

Carroll.  Book  II.     Silver 48 

Carroll,  Book  III.     Silver 48 

Chamberlain,  North  America.     Macmillan 55 

Chamberlain,  How  We  Are  Fed.     Macmillan 40 

Chamberlain,  How  We  Are  Clothed.     Macmillan 40 

Chamberlain,  How  We  Travel.     Macmillan 40 

Chase  and  Clow,  Stories  of  Industry.     Educational 1  20 

♦Coe,  Modern  Europe.     Silver 60 

♦Coe,  Our  American  Neighbors.     Silver 60 

Davis,  Norway  Nights  and  Russian  Days.     Fords 1  25 

Dodge,  A  Reader  in  Physical  Geography.     Longmans 70 

Dryer,  Lessons  in  Physical  Geography.     American  Book  Co 1  20 

Fairbanks,  Geography  of  California.     Whitaker ^ 75 

Fairbanks,  Home  Geography.     Educational 60 

Fairbanks,  Stories  of  Mother  Earth.     Whitaker . 50 

♦George.  Little  Journeys  to  Hawaii  and  the  Philippines.     Flanagan 50 

♦George,  Little  Journeys  to  Italy,  Spain  and  Portugal.     Flanagan 50 

George,  Little  Journeys  to  China  and  Japan.     Flanagan 50 

George,  Little  Journeys  to  Holland,  Belgium  and  Denmark.     Flanagan 50 

George,  Little  Journeys  to  Russia.     Flanagan 50 

George,  Little  Journeys  to  France  and  Switzerland.     Flanagan 50 

George,  Little  Journeys  to  Norway  and  Sweden.     Flanagan 50 

♦George,  Little  Journeys  to  Scotland  and  Ireland.     Flanagan 50 

Greater  America.     Perry  Mason .- 50 

Guerber,  Story  of  the  English.     American  Book  Co 65 

Guerber,  Story  of  the  Greeks.     American  Book  Co 60 

Hale,  Stories  of  the  Sea.     Little 1  00 

Hall,  Viking  Tales.     Rand 35 

Herbertson,    Europe.     Macmillan 75 

Herbertson,  Central  and  South  America.     Macmillan 75 

Herbertson,  North   America.     Macmillan 75 

Horton,  The  Frozen  North.     Heath 40 

Jenks,  Boys'  Book  of  Exploration.     Doubleday 2  00 

Johonnot,  Geographical  Reader.     American  Book  Co 1  00 

Jordan,  Matka  and  Kotik 75 

Kennan,  Tent  Life  in  Siberia.     Putnam 1  25 

King,  Book  II.     Lee '^^ 

♦King,  Book  IIL     Lee 56 

King,   Book   IV.     Lee 56 

King,  Book  V.     Lee 56 

King,  Northern  Europe.     Lee 56 

Kipling,  Jungle  Book 1  25 

Kirby,  The  World  by  the  Fireside.     Nelson 1  75 

Kirby,  Aunt  Martha's  Corner  Cupboard.     Flanagan 90 

Knapp,  Story  of  the  Philippines.     Silver 60 

Knox,  Ceylon  and  India.     Harper 2  00 

Knox,  China  and  Japan.     Harper 2  00 

Knox,  Egypt  and  the  Holy  Land.     Harper 2  00 

Knox,  Great  Britain  and  Ireland.     Harper 2  00 

Knox,  Northern  Europe.     Harper 2  00 

Knox,  Siam  and  Java.     Harper 2  00 

Knox,  The  Land  of  the  Kangaroo.     Harper 2  00 

Knox,  The  Levant.     Harper 2  00 

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Price. 

Knox,  Russian  Empire.     Harper $2  00 

Lee,  When  I  Was  a  Boy  in  Chin£..     Lothrop 60 

MeClintock,  The  Philippines.     American  Book  Co * 40 

McMaster,  Primary  History  of  the  United  States.     American  Book  Co 60 

Marwick  and  Smith,  South  American  Republics.     Silver 60 

Miller,  Little  People  of  Asia.     Button 2  50 

Muller,  Story  of  Akimakoo.     Flanagan 35 

♦Northern  Europe.     Ginn 25 

Our  Country  East.     Perry  Mason 50 

Our  Country  West.     Perry  Mason 50 

Pratt,   China.     Educational 40 

♦Pratt,   England.     Educational • 40 

Pratt,  Stories  of  Massachusetts.     Educational 60 

Pratt,  India.     Educational 40 

Peeps  at  Many  Lands — Ceylon.     Macmillan 55 

Peeps  at  Many  Lands — France.     Macmillan 55 

Peeps  at  Many  Lands — Holland.     Macmillan 55 

Peeps  at  Many  Lands — Ireland.     Macmillan 55 

Rocheleau,  Products  of  the  Soil.     Flanagan 50 

Rupert,    Geographical   Reader.     Sibley 65 

Schwatka,  Children  of  the  Cold.     Educational 1  25 

Seabury,    Porto   Rico.     Silver 50 

Sexton,  Stories  of  California.     Macmillan 60 

Shaler,  Story  of  Our  Continent.     Ginn 75 

Shaw,  Big  and  Little  People  of  Other  Lands.     American  Book  Co 30 

♦Smith,  Life  in  Asia.     Silver 60 

♦Smith,  Our  Own  Country.     Silver 50 

Starr,  Strange  People.     Heath 40 

Strange  Lands  Near  Home.     Ginn 25 

The  Wide  World.     Ginn 25 

♦Toward  the  Rising  Sun.     Ginn 25 

Under   Sunny   Skies.     Ginn . 25 

Wade,  Our  Little  African  Cousin.     Page 60 

Wade,  Our  Little  Brown  Cousin.     Page 60 

Wade,  Our  Little  Cuban  Cousin.     Page 60 

Wade,  Our  Little  Eskimo  Cousin.     Page 60 

Wade,  Our  Little  German  Cousin.     Page 60 

Wade,  Our  Little  Hawaiian  Cousin.     Page 60 

Wade,  Our  Little  Italian  Cousin.     Page '. 60 

Wade,  Our  Little  Japanese  Cousin.     Page 60 

Wade,  Our  Little  Jewish  Cousin.     Page 60 

Wade,  Our  Little  Russian  Cousin.     Page 60 

Wade,  Our  Little  Siamese  Cousin.     Page 50 

Wade,  Our  Little  Swiss  Cousin.     Page 50 

Wade,  Our  Little  Turkish  Cousin.     Page 50 

Continue  your  daily  reviews.     See  pages  63  to  80. 
I.     Form  and  size  of  the  earth.     (Pages  119-121.) 
1.  The  form  of  the  earth.     (One  day.) 

Supplement  the  text  treatment  with  the  following  illustrations  of  the 
sphericity  of  the  earth : 

a.  The  fact  that  ships  sailing  seaward  from  an  observer  on  the  beach 
disappear  gradually,  hulls  first,  then  deck  houses  and  finally  masts. 

h.  Lighthouses  are  placed  on  cliffs  or  high  roeks  so  that  their  light  will 
be  seen  as  far  as  possible. 

c.  The  moon  is  round  like  the  earth.     This  we  are  able  to  see  when  we 

look  at  it.     If  there  were  people  on  the  moon  the  earth  would  look  round 
to  them  just  as  the  moon  does  to  us. 

It  will  be  well  to  say  something  of  the  force  of  gravity  that  holds  all 

(29) 


objects  to  the  surface  of  the  earth.  If  the  pupils  do  not  raise  the  point 
themselves  it  should  be  brought  out  by  the  teacher  that  in  old  times  men 
could  not  l^elieve  that  the  earth  was  round  because  they  thought  that  in 
such  case  all  loose  objects  would  fall  off  from  it  on  the  other  side.  Explain 
as  clearly  as  the  intelligence  of  the  class  will  allow  that  there  is  a  force  of 
attraction  exerted  by  the  earth  on  all  objects  on  it  and  that  this  force  called 
gravity  holds  objects  to  it.  The  force  of  gravity  may  be  likened  to  the 
attraction  exerted  by  a  magnet  on  bits  of  iron  and  a  simple  demonstration 
with  such  a  magnet  will  do  something  toward  making  the  idea  plain.  At 
this  stage  of  the  work  the  teacher  will  find  it  necessary  to  rest  content  with 
little  more  than  a  word  knowledge  on  the  part  of  the  class  of  the  force  of 
gravitation.  It  is  well,  however,  for  them  to  have  the  term  and  to  see  in 
some  partial  degree  what  it  means.  A  fuller  understanding  will  come  with 
the  work  of  later  lessons  and  grades. 

Globes  should  be  in  the  hands  of  the  pupils  of  this  lesson's  work.  They 
should  trace  the  route  taken  by  Magellan's  ships.  Have  them  place  the  card 
with  the  small  circular  hole  in  it  over  a  part  of  the  surface  of  the  globe  as 
well  as  over  the  orange  or  ball,  thus  illustrating  that  a  small  part  of  the 
earth  seems  flat  when  seen  by  itself. 

2.  The  size  of  the  earth.  (One  day.) 
Suggestions. — Follow  what  the  text  has  to  say  on  the  subject  and  add 
some  simple  unit  of  comparison  so  that  they  may  get  an  idea  of  the  diameter 
and  the  circumference  of  the  earth.  For  example,  it  is  eighty  times  the 
distance  between  Sacramento  and  San  Francisco ;  or,  perhaps,  some  shorter 
distance  will  be  better. 

II.  Daily  motion  of  the  earth  and  its  results.     (Pages  123-126.) 

1.  Daily  motions  of  the  earth.     (One  day.) 

2.  The  results  of  the  daily  motions  of  the  earth.     (One  day.) 

III.  The  zones.     (Pages  128-131.) 

1.  Review  the  locations.     (One  day.) 

For  this  review  see  Chico  Normal  Bulletin  No.  V,  Part  I,  Map  Geography, 
pp.  34-35. 

2.  The  Torrid  Zone.     (One  day.) 

Ref. — Coe,  Our  American  Neighbors,  pp.  89  ff. 
Suggestions. — The  object  should  be  to  give  the  idea  that  this  region  is 
warm  and  has  luxuriant  vegetation. 

3.  The  Temperate  Zones.     (One  day.) 

Suggestions. — ^Vegetation  grows  readily  but  temperature  is  not  so  high. 

4.  The  Frigid  Zones.     (One  day.) 
Suggestions. — Sparse  vegetation  and  low  temperatures. 

IV.  V  and  VI  are  omitted  here  as  they  are  otherwise  provided  for. 

Map  Drill.— Before  taking  up  the  study  of  North  America  as  given  in 
the  introductory  text,  give  a  thorough  review  of  the  map  work  as  given  in 
Bulletin  No.  V.  This  should  be  North  America  both  First  and  Second  Time 
Over.     (See  Bulletin  No.  V,  pp.  18-19 ;  36;  46.) 

(30) 


VII.  NORTH  AMERICA,     (Ch.  VII,  pp.  151-152.) 

1.  North  America  is   a  large  continent  with  mountains  along  its 

eastern  and  western  sides  and  a  great  valley  in  the  middle. 
(One  day.) 

SiiggestioTis. — Develop  in  the  minds  of  the  pupils  a  picture  of  the  relief 
of  North  America. 

2.  North  America  is  divided  into  Alaska,  the  Dominion  of  Canada, 

the  United  States,  Mexico  and  Central  America.     (One  day.) 

Suggestions. — This  topic  is  intended,  primarily,  to  fix  the  boundaries  and 
locations  of  the  different  divisions  of  North  America  in  the  minds  of  the 
pupils. 

VIII.  The  United  States.     (Ch.  VIII,  p.  141.) 

DO  NOT  NEGLECT  THE  DAILY  REVIEW. 

1.  This  great  country  belongs  to  us.     It  has  grown  from  thirteen 

small  colonies  along  the  Atlantic  coast  into  a  great  nation.    The 
flag  tells  us  of  its  growth.    (One  day.) 

Suggestions. — Take  up  a  study  of  this  topic  under  the  following  head- 
ings: thirteen  original  colonies;  war  for  independence;  change  from 
Colonies  to  States ;  how  the  flag  shows  this  and  also  the  fact  that  the  number 
has  increased;  the  Indians  and  how  they  were  treated;  the  fact  that  there 
are  no  Territories  within  the  United  States  now. 

IX.  New  England.     (Ch.  IX,  pp.  154-160.) 

*1.  New  England  was  settled  by  the  Pilgrims.     They  were  a  brave, 
sober-minded  and  thrifty  people.     (One  day.) 
Refs. — Pratt,  Stories  of  Massachusetts,  pp.  13-68. 

McMaster,  Primary  History  of  United  States,  pp.  16-20 ;  56-72. 

Suggestions. — Discuss  w^hy  the  name  New  England  was  used;  the  fact 
that  the  early  settlers  had  the  qualities  mentioned  above  and  how  these 
qualities  led  to  success;  note  the  irregularities  of  the  coast  line  and  what 
advantage  this  is  to  the  region. 

2.  Many  hardy  New  Englanders  win  their  living  from  the  sea  by 

fishing.     (Two  days.) 

Refs. — Carpenter,  North  America,  pp.  315-316. 

Pratt,  Stories  of  Massachusetts,  pp.  201-248. 

Suggestions. — Read  Captains  Courageous,  by  Kipling,  if  available.  Take 
an  imaginary  journey  with  a  fisherman  to  see  him  make  a  catch. 

3.  Vermont  is  famous  for  its  marble  quarries.     (One  day.) 

Refs. — Fairbanks,  Home  Geography,  pp.  112-115. 
Carijenter,  North  America,  pp.  88-89. 
King,  Book  III,  pp.  65-68. 

Suggestions. — ^Visit  a  marble  quarry  by  means  of  pictures  and  stories. 
Notice  how  the  rock  is  blasted  out,  then,  sawed  into  blocks,  hoisted  out  of 
the  pit  and  finally  loaded  upon  the  cars  to  be  sent  away.     Blackboard  sketch. 

(31) 


Fig.    1. — Tapping  a  maple   tree. 

4.  Maple  sugar  is  made  from  the  sap  of  the  maple  tree.     (One  day.) 

i2e/s.— Chamberlain,  How  We  Are  Fed,  pp.  87-90. 
Carpenter,  North  America,  pp.  89-90. 
King,  Book  III,  pp.  75-77. 
Carroll,  Book  III,  pp.  198-201. 
Chamberlain,  North  America,  pp.  18-20. 

Suggestions. — Visit  the  ''Sugar  Bush"  and  watch  the  men  do  their  work. 
Notice  how  they  tap  the  trees;  how  the  sap  is  collected  and  taken  to  the 
large  kettle  where  it  is  boiled  for  quite  a  while  and  is  finally  ready  for  the 
"sugaring  off."  Point  out  the  difference  in  the  making  of  sugar  and 
syrup.     (See  Fig.  I,  showing  method  of  tapping  trees.) 

5.  There  are  many  factories  along  the  coast  and  the  rivers  of  New 

England.     A   visit   to   a    great   factory   is   very  interesting. 

(Two  days.) 

jRefs.— Chamberlain,  How  We  Are  Clothed,  pp.  96-105 ;  34-44 ;  162-170. 
\  Allen,    Industrial   Studies,   pp.   76-79. 

Carpenter,  North  America,  pp.  76-80;  82-84. 

Suggestions. — Time  will  not  permit  intensive  study  of  more  than  one 
industry.  Let  the  class  choose  the  one  they  would  like  to  know  more  about 
from  the  following:  cotton  mills,  iron  goods,  woolen  mills,  boot  and  shoe 
factory,  watch  and  clock  factories.  Take  them  on  an  imaginary  journey  to 
it.  Notice  the  raw  material  as  it  is  brought  in,  how  it  is  changed  as  it  goes 
through  the  different  parts  of  the  process  and  finally  comes  out  as  some 
article  well  known  to  them. 


X.     Middle  Atlantic  States.     (Ch.  X,  pp.  161-170.) 

1.  New  York  is  the  largest  city  in  our  land.     The  following  sights 
are  of  interest  to  the  visitor :  Liberty  Statue ;  crowded  streets 
and  different  kinds  of  street  railroads ;  Brooklyn  Bridge ;  sky- 
scrapers; Central  Park.     (Three  days.) 
Ref s.—CarroU,  Book  III,  pp.  4-13. 
King,  Book  III,  pp.  154-169. 
Dodge,  A  Reader  in  Physical  Geography,  pp.  23-26. 

Suggestions. — A  general  tour  of  New  York  City  will  serve  to  fix  these 
points.  In  order  to  do  this  satisfactorily  it  will  be  necessary  to  supplement 
the  text  by  reading  from  the  above  references. 

(32) 


*2.  Dairying  is  an  important  activity  in  New  York  State.     Some  of 

our  best  cheese  is  made  there.     (One  day.) 

Refs. — Carpenter,  Foods,  pp.  107-126. 

Allen,  Industrial  Studies,  pp.' 226-231. 
Chamberlain,  How  We  Are  Fed,  pp.  41-54. 

Suggestions. — Watch  the  men  care  for  the  cows  as  well  as  for  the  milk. 
See  how  they  tie  the  cows  in  the  warm,  clean  stables  where  they  are  milked. 
It  will  be  interesting  and  instructive  to  notice  how  the  butter  and  cheese 
are  made. 

3.  Coal   is   found   in   large   quantities   in   Pennsylvania   and   West 

Virginia.     (Two  days.) 

Refs. — Carpenter,  North  America,  pp.  211-218. 

Bradish,  Stories  of  Country  Life,  pp.  96-130. 
Fairbanks,  Stories  of  Mother  Earth,  pp.  177-182. 
Shaler,  Story  of  Our  Continent,  pp.  215-219. ' 

Suggestions. — Give  a  brief  history  of  its  formation  and  tell  how  it  is 
mined.  To  get  a  good  idea  of  the  latter  it  will  be  best  to  take  an  imaginary 
excursion  into  a  coal  mine.  Here  the  pupils  should  see  (by  means  of 
pictures)  how  the  coal  is  loosened,  loaded  into  the  cars  or  buckets  and 
brought  to  the  surface.     (Blackboard  sketch  of  coal  mine.) 


Fig.  2. — A  cross-section  through  an  oil  well. 

4.  Iron  mining  and  manufacturing  are  important  activities  in  Penn- 

sylvania.    (Two  days.) 

Refs. — Carpenter,  North  America,  pp.  218-225. 

Bradish,  Stories  of  Country  Life,  pp.  134-146. 
King,  Book  IV,  pp.  51-60. 

Suggestions. — This  topic  can  be  treated  much  the  same  as  the  one  on  coal. 
Then  follow  by  a  visit  to  a  factory  to  see  how  both  the  coal  and  the  iron  ore 
are  used  in  the  work  of  making  the  latter  into  useful  articles.  Care  should 
be  taken  to  avoid  technicalities  and  uninteresting  details  of  the  process. 
(Blackboard  sketch  will  be  valuable.) 

5.  Great  fields  of  oil  and  gas  are  found  in  Pennsylvania  and  West 

Virginia.     (Two  days.) 

Refs. — Carpenter,  North  America,  pp.  203-210. 
Carroll,  Book  III,  pp.  60-62. 
King,  Book  IV,  pp.  61-70. 
3 — GEOG  (33) 


It  is  interesting  to  teach  how  the  wells  are  drilled  and  how  the  oil  and 
gas  are  cared  for.  The  oil  being  run  into  large  reservoirs  or  tanks  to  be 
kept  until  it  is  needed.  Much  of  it  is  made  into  such  useful  oils  as  kerosene 
and  gasolene.     (See  Fig.  2,  showing  cross-section  through  an  oil  well.) 


Fig.   3. — Catching  oysters. 

*6.  Chesapeake  Bay  is  famous  for  its  oysters,  and  Baltimore  is  the 
center  of  the  oyster  trade.     (One  day.) 
Ref. — Chamberlain,  North  America,  pp.  46-52. 

Suggestion. — Watch  them  plant  the  little  oysters,  then,  see  how  they  fish 
for  the  grown  ones.     (See  Fig.  3,  showing  how  they  catch  oysters.) 

7.  Washington  City  is  said  to  be  the  most  beautiful  city  in  the  United 

States.     It  has  clean  streets,  wide  and  well  shaded,  and  many 

parks.     In  the  Capital  grounds  the  great  Capitol  Building  and 

the  White  House  are  located.     (Two  days.) 

Refs. — Carpenter,  North  America,  pp.  14-15. 
Smith,  Our  Own  Country,  pp.  11-20. 
Our  Country  East,  pp.  131-143. 
Carroll,  Book  III,  pp.  47-52. 
Chamberlain,  North  America,  pp.  53-60. 

Suggestions. — Show  pictures  of  the  above  and  point  out  the  things  men- 
tioned together  with  any  other  interesting  points  in  the  pictures. 

*8.  Tobacco  is  the  best  known  product  of  Virginia.     (One  day.) 
Ref.— Allen,  Industrial  Studies,  pp.  302-307. 

Suggestions. — Here  is  a  good  chance  for  a  lesson  on  the  use  of  tobacco. 
Point  out  that  the  cigars  smoked  in  one  year  would  pay  for  all  the  damage 
done  by  the  San  Francisco  fire  and  earthquake. 

XI.    Southern  States.     (Ch.  XI,  pp.  171-179.)     (Two  days.) 
1.  Cotton  is  the  great  product  of  the  sunny  South. 

Refs. — Chamberlain,  How  We  Are  Clothed,  pp.  39-56. 
Carroll,  Book  III,  pp.  159-16G. 
King,  Book  IV,  pp.  17-20;  33-35. 
Carpenter,  North  America,  pp.  109-118. 
Smith,  Our  Own  Country,  pp.  131-133. 

(34) 


Suggestions. — Show  pictures  of  the  ''mammies"  picking  cotton  and  the 
little  kinky-haired  pickaninnies  playing  on  the  newly  picked  cotton,  then 
show  one  of  the  cotton  picking  machines.  Compare  the  amount  of  cotton 
picked,  by  the  two  methods,  in  a  day.  Visit  a  cotton  gin  (by  means  of 
pictures  and  explanations)  and  notice  how  the  cotton  is  separated  from 
the  seed.  It  will  be  interesting  and  instructive  to  show  the  cotton,  (1)  in 
the  blossom,  (2)  in  the  boll,  (3)  after  the  seed  has  been  removed,  and, 
(4)  in  the  form  of  manufactured  goods  of  some  sort,  e.  g.,  cloth  or  rope. 

2.  Texas  is  the  largest  state  in  the  Union.     It  is  known  for  its  cattle 

ranches  in  the  interior  and  the  cotton  fields  along  the  coast. 

(One  day.) 

i2ef«.— Smith,  Our  Own  Country,  pp.  139-145. 

Allen,  Industrial  Studies,  pp.  51,  54,  55,  58,  61,  209-210. 

Suggestions. — Go  out  with  the  cowboys  and  watch  them  make  a 
*' roundup."  See  how  the  cattle  are  herded  together  to  be  separated  so 
that  the  calves  may  be  marked  and  branded.  Then  later  in  the  year  they 
round  the  cattle  up  for  the  purpose  of  separating  the  beef  from  the  stock 
cattle.  The  life  of  the  cowboy  is  very  dangerous  and  quite  often  he  is 
badly  injured  by  having  a  horse  throw  him  or  fall  upon  him. 

3.  Sugar  is  made  from  the  juice  of  the  sugar  cane  which  grows  in 

abundance   along  the  moist,   warm  plains  near  the   Gulf   of 
Mexico.     (One  day.) 

Refa. — Carpenter,  North  America,  pp.  143-150. 
Allen,  Industrial  Studies,  pp.  66-79. 

Suggestions. — Notice  how  th^  ground  is  prepared  for  the  planting  of  the 
sugar  cane.  The  cane  is  then  cut  into  lengths  of  about  a  foot,  dropped  into 
the  furrows  and  covered  with  soil.  Notice,  later,  how  much  it  resembles 
corn  and  how  it  is  cared  for  till  it  is  ready  to  be  harvested.  Mention  the 
fact  that  the  juice  is  pressed  out  of  the  cane  and  boiled  down  to  be  made 
into  sugar,  but  do  not  attempt  to  give  the  process  in  detail. 

4.  The  warm  climate  and  rich  soil  of  the  south  produce  crops  of 

oranges,  lemons,  peanuts,  sweet  potatoes,  and  pineappies.     (Two 
days.) 

Refs. — Carpenter,  North  America,  pp.  130-185. 
Our  Country  East,  pp.  106-110. 
Rupert,  Geographical  Reader,  pp.  20-22. 

Visit  the  various  orchards,  groves  or  fields  and  note  how  these  fruits 
grow.  These  are  all  well  known  to  many  children  of  our  state  and  will 
require  but  little  time,  except  the  pineapple.  It  resembles  a  pine  cone 
yet  does  not  grow  on  a  tree  as  many  people  suppose.  (See  the  picture  on 
page  174  of  the  text.)  Good  pictures  will  furnish  the  best  notion  of  how 
it  grows. 

5.  Rice   is   raised   in   low,   marshy   regions,   particularly   in   South 

Carolina.     (One  day.) 
Refs. — Chamberlain,  How  We  Are  Fed,  pp.  70-76. 

Kirby,  The  World  by  the  Fireside,  pp.  93-102. 
Smith,  Our  Own  Country,  pp.  128-130. 
Carpenter,  North  America,  pp.  120-122. 
(35) 


Suggestions.— Notice  how  the  fields  are  prepared  for  the  planting,  how 
they  are  flooded,  drained,  cultivated,  flooded  again,  and  finally  harvested. 
Then  comes  the  hulling  and  polishing.  Call  attention  to  the  similarity 
between  a  head  of  rice  and  a  head  of  wheat  or  oats. 

6.  New  Orleans  is  a  busy  city,  established  long  ago  by  the  French. 
It  is  so  low  that  great  levees  have  been  built  to  keep  out  the 
Mississippi  River.     (One  day.) 

Refs.— Our  Country  East,  pp.  67-72. 

Carpenter,  North  America,  pp.  138-143 ;  150-158. 

King,  Book  IV,  pp.  17-42. 

Dryer,  Lessons  in  Physical  Geography,  pp.  74-79. 

Suggestions. — A  trip  along  the  levee  will  be  instructive.  Here  they  will 
see  hundreds  of  bales  of  cotton  waiting  to  be  shipped  to  the  factories, 
thousands  of  pounds  of  sugar  and  rice  in  sacks,  and  barrel  after  barrel  of 
molasses  that  has  been  made  from  the  sugar  cane.  Altogether  this  will 
be  found  to  be  a  very  busy  place,  for  men  will  be  loading  and  unloading 
vessels  of  all  sizes  and  descriptions. 

XII.     Central  States.     (Ch.  XII,  pp.  180-189.) 

Give  your  reviews  each  day.     See  pages  63  to  80. 

1.  The  Mississippi  Kiver  flows  through  the  heart  of  the  Southern 

and  Central  States.     A  trip  up  this  river  show  us  much  of  the 

central  part  of  our  country.     (One  day.) 

Refs. — Carpenter,  North  America,  pp.  156-158. 
Smith,  Our  Own  Country,  pp.  155-163. 

Suggestions. — Take  an  imaginary  journey  up  the  river.  Notice  the  trees 
and  vines  along  the  river  banks.  Now  and  then  we  pass  an  opening  in  the 
trees  cut  by  some  farmer  who  has  been  clearing  some  land  for  a  farm. 
Notice  the  fields  of  sugar  cane  and  cotton  as  we  get  farther  up  the  river. 
Small  towns  are  seen  quite  frequently  and  occassionally  a  large  city  is 
passed.  The  river  is  so  crooked  that  it  seems,  at  times,  as  if  we  were  right 
back  where  we  were  an  hour  or  two  before.  Large  levees  are  built  along 
the  banks  to  keep  the  river  from  overflowing  in  the  winter  time.  Sometimes 
they  break  and  then  people  are  in  danger  of  being  drowned. 

2.  In  the  Central  States  are  the  prairies,  vast,  grass-covered,  rolling 
lowlands,  upon  which  are  now  raised  enormous  crops  of  corn 
and  wheat,  and  which  supply  feed  for  thousands  of  cattle  and 
hogs.     (Three  days.) 

Refs. — Chamberlain,  How  We  Are  Fed,  pp.  7-43. 
Fairbanks,  Home  Geography,  pp.  189-198. 

Bradish,  Stories  of  Country  Life,  pp.  26-27;  89-95;  147-170. 
Carroll,  Book  III,  pp.  76-85. 

Smith,  Our  Own  Country,  pp.  109-114 ;  170-178. 
Rupert,  Geographical  Reader,  pp.  39-45. 
Carpenter,  North  America,  pp.  159-171. 

Suggestions. — Notice  the  broad,  level  prairies  that  were  at  one  time 
covered  with  grass.  This  has  all  been  plowed  under  to  make  room  for 
fields  of  corn  and  wheat.  Take  a  trip  on  the  train  to  see  how  extensive 
these   corn   fields   really   are.     Study   how   it   is   planted,   cultivated   and 

(36) 


harvested.     See  what  it  is  used  for.     Study  wheat  growing  in  the  same 
•   way.     Compare  the  life  in  the  corn  belt  with  that  in  the  wheat  belt. 

3.  Chicago  is  famous  for  its  stockyards  and  grain  elevators.     No  city 
has   had   a  more  remarkable   and  interesting  growth.     (Two 
days.) 
Refs. — Carpenter,  North  America,  pp.  168-171. 

Chamberlain,  How  We  Are  Fed,  pp.  24-31. 
Rupert,  Geographical  Reader,  pp.  36-39. 

Suggestions. — Spend  one  day  on  a  visit  to  the  stockyards  and  one  day  at 
the  grain  elevators.  At  the  stockyards,  notice  the  men  unloading  the  cattle 
from  the  trains.  See  how  they  weigh  and  examine  them  for  disease.  Go 
to  the  slaughterhouses  and  see  how  the  cattle  are  killed  and  made  ready 
for  the  market.  At  the  grain  elevators,  see  the  large  bins  into  which  the 
grain  is  passed  to  be  stored  ready  for  shipment  to  other  places.  Notice 
how  the  grain  gets  into  these  bins,  how  it  is  weighed,  and  how  it  is  taken 
out  to  be  shipped. 

4.  Iron  and  copper  are  important  products  along  the  shores  of  Lake 

Superior.     (One  day.) 

Refs. — Rupert,  Geographical  Reader,  pp.  30-31. 
Carroll,  Book  III,  pp.  75. 
Carpenter,  North  America,  pp.  179-184. 

Suggestions. — ^Visit  the  copper  mines.  Tell  the  story  of  how  the  copper 
mines  were  discovered  by  a  pig.  See  the  copper  in  the  rocks  as  almost  pure 
metal.  Visit  the  smelter  and  notice  how  the  ore  is  put  into  the  furnace 
together  with  coal  and  limestone.  Here  it  is  heated  very  hot  and  comes 
out  at  the  bottom  as  melted  copper.  See  how  the  men  dip  it  up  in  ladles 
and  pour  it  into  iron  molds.  This  makes  it  into  long  narrow  bricks  ready 
for  shipment. 

XIII.    Western  States.     (Ch.  XIII,  pp.  190-202.) 

Daily  reviews.     See  pages  63  to  80. 

1.  Much  of  the  western  part  of  the  United  States  is  wild  and  rugged 

and  therefore  is  thinly  settled.     (One  day.) 
Refs. — Carpenter,  North  America,  pp.  256-259. 
Smith,  Our  Own  Country,  pp.  175-183. 
Shaler,  The  Story  of  Our  Continent,  pp.  138-140. 

Suggestions. — Show,  by  means  of  pictures,  the  rugged  plateaus,  the  high 
snow-capped  mountains,  the  level  parks  surrounded  by  high  hills,  so  that 
the  children  may  readily  see  for  themselves  why  this  region  is  so  thinly 
settled.     Use  pictures  wherever  possible  to  obtain  them. 

2.  The  western  mountains  are  famous  for  their  scenery  and  natural 

wonders.  The  following  are  points  of  interest  to  the  tourist: 
Yellowstone  Park,  Pike's  Peak,  Mountain  of  the  Holy  Cross, 
Garden  of  the  Gods,  Grand  Canyon  of  the  Colorado,  the 
petrified  forest  of  Arizona,  Yosemite  Valley.     (Eight  days.) 


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22e/s.— Johonnot,  Geographical  Reader,  pp.  155-158;  352-360;  375-382. 
Our  Country  West,  pp.  161-167. 
Rui)€rt,  Geographical  Reader,  pp.  52-53. 
Carpenter,  North  America,  pp.  284-289;  273-274. 
Smith,  Our  Own  Country,  pp.  183-187. 
Carroll,  Book  III,  pp.  144-146 ;  108-111. 
Shaler,  Story  of  Our  Continent,  pp.  110 ;  138-140. 
Chamberlain,  North  America,  pp.  125-133 ;  142-149. 

Suggestions. — The  most  valuable  material  for  this  section  is  a  good  series 
of  pictures.  In  the  Yellowstone  National  Park  you  will  see  the  Yellowstone 
River  with  the  wild  ducks  swimming  in  the  clear,  cool  water.  You  may- 
wish  to  go  fishing  for  trout  if  time  permits.  Farther  up  the  stream  are  the 
beautiful  falls  and  magnificent  canyon.  Visit  the  Mammoth  Hot  Springs, 
the  old  geysers  that  have  ceased  to  act  and  the  ones  that  are  active  at  the 
present  time.  You  will  also  want  to  make  a  visit  to  Pike's  Peak  and  ascend 
the  mountain  by  means  of  the  cog  railway.  The  Mountain  of  the  Holy 
Cross  can  be  seen  from  the  train  as  we  journey  along.  It  will  be  worth 
while  to  visit  the  Garden  of  the  Gods  (by  means  of  pictures)  and  notice 
how  nature  has  worked  w^onders  in  the  sculpture  of  the  surface  of  the 
earth.  Pictures  will  be  valuable  in  describing  the  beauties  of  the  Grand 
Canyon  of  the  Colorado  River,  and  the  Petrified  Forests  of  Arizona.  Visit 
the  beautiful  falls,  the  clear  lakes  and  the  cool,  bubbling  streams  of  the 
Yosemite. 

3,  On  the  dry  plateaus  are  found  great  herds  of  cattle,  sheep,  and 

horses.     This  is  the  land  of  the  cowboy.     (Two  days.) 
Refs. — Chamberlain,  How  We  Are  Fed,  pp.  59-71. 

Rupert,  Geographical  Reader,  pp.  7-8 ;  73-76. 

Carpenter,  North  America,  pp.  258. 

King,  Book  V,  pp.  1-12. 

Our  Country  West,  pp.  197-243. 

Carroll,  Book  III,  pp.  139-141. 

Suggestions. — In  imagination,  mount  a  bronco  and  spend  a  day  or  two 
with  the  cowboy.  Help  him  to  make  a  ''roundup"  and  separate  the  calves 
from  the  main  herd.  Notice  whether  or  not  he  is  the  same  as  the  cowboy 
we  met  in  Texas.  Watch  the  busy  little  shepherd  dog  as  he  helps  take  care 
of  the  sheep.  See  how  well  trained  he  is.  Try  to  corral  a  band  of  horses 
and  see  how  much  more  difficult  it  is  than  to  handle  the  same  number  of 
cattle.     How  do  they  brand  sheep? 

4.  Salt  Lake  City  and  the  region  around  it  show  what  irrigation  can 

do  for  the  desert  region.     (One  day.) 

Be/*.— Carpenter,  North  America,  pp.  259-261 ;  263-264. 
Smith,  Our  Own  Country,  pp.  193-194. 
Carroll,  Book  III,  pp.  147-149. 

Suggestions. — Note  the  valuable  farms  that  have  been  reclaimed  by 
water.  Emphasize  the  fact  that  much  of  this  land  was  of  no  value  until 
it  was  irrigated.  Notice  the  clean  streets,  the  Mormon  Temple  and  Taber- 
nacle and  any  other  points  of  interest  about  Salt  Lake  City. 


(38) 


Fig.   4. — Cross-section  through  a  gold  mine. 

5.  The  gold  and  silver  mines  of  the  west  have  attracted  many  pros- 

pectors and  settlers.     Here  is  the  great  gold  producing  region 
of  the  earth.     (Three  days.) 

Refs. — Sexton,  Stories  of  California,  pp.  37-66. 
Carpenter,  North  America,  pp.  239-248. 
Fairbanks,  Home  Geography,  pp.  116-119. 
Fairbanks,  Stories  of  Mother  Earth,  pp.  161-183. 
Rupert,  Geographical  Reader,  pp.  87-90. 

Suggestions. — Pay  special  attention  to  the  ' '  gold  rush ' '  and  trace,  briefly, 
some  of  its  results.  See  the  different  ways  in  which  gold  is  gotten  from  the 
earth.  Mention  the  hardships  faced  by  the  people  who  crossed  the  plains 
in  the  early  days  and  why  they  should  take  such  chances.  A  result  of  the 
**gold  rush"  is  the  settlement  of  the  Pacific  coast. 

6.  California  is  famed  for  her  many  kinds  of  fruits.     (Two  days.) 
Refs. — Carpenter,  North  America,  pp.  266-271. 

King,  Book  V,  pp.  128-129 ;  206-215. 
Chamberlain,  How  We  Are  Fed,  pp.  165-182. 
Sexton,  Stories  of  California,  pp.  83-101. 
Chamberlain,  North  America,  pp.  150-166. 

Suggestions. — Visit  the  orchards  and  notice  how  the  trees  and  fruit  are 
cared  for.  It  may  be  possible  to  take  a  real  excursion  which  will  be  much 
better  than  an  imaginary  one.  Oranges,  grapes  and  prunes  are  perhaps 
the  most  important  of  the  general  orchard  products,  but  in  case  any  other 
fruit  is  important  in  your  region,  make  a  particular  study  of  it  and  a  com- 
parative study  of  the  ones  mentioned  above. 

7.  Great  redwood  and  pine  forests  are  found  along  the  Pacific  coast 

and  in  the  Sierras,  and  lumbering  is  an  important  occupation. 
(Two  days.) 

Refs. — Carpenter,  North  America,  pp.  271-273. 
Carroll,  Book  III,  pp.  108-110. 
Our  Country  West,  pp.  131-139. 
Fairbanks,  Home  Geography,  pp.  199-205. 
King,  Book  V,  pp.  165-170. 

Suggestions. — A  day  in  the  woods  will  do  much  to  drive  home  the  points 
of  this  topic.  Notice  how  the  logs  are  cut  and  how  they  are  gotten  to  the 
mill  to  be   made  into   lumber.     Give   some   little  idea   of  the  difference 

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between  scientific  lumbering  where  only  the  ripe  trees  are  cut  and  destruc- 
tive lumbering  where  all  of  the  trees  are  cut  irrespective  of  whether  they 
are  mature  or  not.     Notice  how  the  redwoods  are  being  exterminated. 

8.  Seattle,  Los  Angeles  and  San  Francisco  are  the  three  principal 
cities  of  the  Pacific  coast.     Each  is  rich  in  the  resources  it  has 
behind  it.     (Three  days.) 
Refs. — Sexton,  Stories  of  California,  pp.  169-179. 
Smith,  Our  Own  Country,  213-217. 
Carpenter,  North  America,  pp.  274-278. 

Suggestions. — Take  a  day  for  each  city.  Emphasize  the  things  listed 
below. 

Seattle. — Notice  that  it  has  a  cool  climate  in  summer  and  a  moderate 
one  in  winter.  SnoAV  falls  here  in  the  winter  but  is  soon  melted  by  the 
warm  winds.  A  short  distance  from  the  city  is  the  beautiful  Mount 
Rainier,  one  of  the  highest  peaks  in  this  region.  Notice  the  fruits  of  this 
region  and  the  trade  with  Alaska  and  the  Orient. 

Los  Angeles. — A  large,  prosperous  city  in  a  region  of  orange  groves. 
It  has  a  good  climate  in  both  summer  and  winter.  Many  tourists  come  here 
for  their  health  and  to  spend  the  winter  months.  Here  we  find  many  good 
schools. 

San  Francisco. — Situated  on  the  San  Francisco  Bay,  where  the  large 
ships  from  all  parts  of  the  world  come  with  passengers  and  freight;  this  is 
going  to  continue  to  be  a  very  important  city.  A  large  park  furnishes  an 
excellent  place  to  spend  a  few  restful  hours.  Watch  the  animals  and  sit 
under  the  trees.  The  Ferry  Building  as  well  as  the  ferries  that  cross  the 
bay  are  of  interest.  Notice  some  of  the  factories.  Call  attention  to  the 
fact  that  it  is  the  gateway  to  the  interior  not  only  of  California  but  also 
parts  of  the  Rocky  Mountain  states. 

XIV.    Alaska.     (Ch.  XIV,  pp.  203-204.) 

Give  your  reviews  each  day.     See  pages  63  to  80. 

1.  Alaska,  a  territory  of  the  United  States,  lies  in  the  far  north.     Its 

winters  are  long  and  cold  and  great  portions  of  its  surface  are 
covered  with  bleak  tundras.     (One  day.) 
Ref. — Carpenter,  North  America,  pp.  298-300. 

Suggestions. — Explain,  by  the  use  of  pictures,  how  the  country  looks  both 
in  winter  and  in  summer.  The  high  mountains,  glaciers,  icebergs,  the 
interior  and  northern  part  covered  with  snow  the  greater  part  of  the  year, 
the  tundras  or  frozen  swamps  in  the  north,  and  the  forests,  flowers  and 
fruits  of  the  southern  edge  of  Alaska  are  points  to  be  considered  here. 

2.  In  the  southern  part  of  Alaska,  along  the  Pacific  coast,  forests  are 

found  and  salmon  fishing  is  carried  on.  Gold  is  an  important 
product  of  Alaska ;  the  life  of  the  northern  prospector  is  one  of 
hardship  and  adventure.  Near  Sitka  are  found  the  strange 
totem  poles.     (Four  days.) 


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Refs. — Carpenter,   North  America,   pp.   307-309. 

Our  Country  West,  pp.  3-11 ;  45-48 ;  21-25  ;  37-39. 
Smith,  Our  Own  Country,  pp.  197-198. 
Herbertson,  North  America,  pp.  21-24. 
Horton,  The  Frozen  North,  pp.  94-103. 
Carroll,  Book  III,  pp.  122-131. 
King,  Book  IV,  pp.  92-94. 

Suggestions. — Spend  one  day  on  the  salmon  industry,  telling  how  the 
salmon  live  in  salt  water,  go  up  the  rivers  to  spawn  and  die.  Tell  hoAV  the 
young  hatch  and  find  their  way  back  to  the  ocean.  Here  they  grow  to  be 
large  fishes  and  in  turn  ascend  the  streams.  Study  the  way  they  are 
caught  and  canned  so  they  may  be  kept  for  use  as  they  are  needed.  Spend 
one  day  with  the  gold  hunter.  Note  his  mode  of  life,  the  hardships  he 
endures,  how  he  gets  the  gold,  and  compare  these  with  the  life  of  the  miner 
in  California  in  the  early  days.  .  Notice  the  forests  along  the  coast  of 
southern  Alaska.  Take  a  trip  through  the  Inland  Passage  and  notice  the 
beautiful  scenery.  Notice  the  situation  of  Sitka  and  find  out  what  the  use 
of  the  totem  poles  is. 

3.  The  Pribilof  Islands  in  the  Bering  Sea  are  the  home  of  the  fur 

seal.     (Two  days.) 

Refs.—Ouv  Country  West,  pp.  49-56. 

Chamberlain,  How  We  Are  Clothed,  pp.  147-153. 
Carpenter,  North  America,  pp.  303-306. 
Jordan,  Matka  and  Kotik.      (Parts.) 

Suggestions. — Spend  the  time  allotted  to  this  topic  on  the  habits  of  the 
seals,  how  they  care  for  their  young,  how  they  obtain  their  food,  where  they 
live  winter  and  summer,  and  what  their  skins  are  good  for.     Tell  of  the 
way  the  seals  are  killed  and  use  it  as  a  means  of  teaching  a  lesson  in 
sympathy  for  dumb  animals.     Show  how  it  will  be  best  to  conserve  the 
seals  by  killing  only  certain  ones  and  not  killing  every  one  within  reach. 
4.  Along  the  northern  and  northwestern  coasts  of  Alaska  are  found 
the  Eskimos.     They  are  a  short,  dark  race,  wearing  fur  gar- 
ments, driving  dog  teams  and  living  in  curious  huts.     They  are 
a  peaceable  people  and  gain  their  living  by  hunting  and  fish- 
ing.    (Two  days.) 

/2e/s.— Schwatka,   Children  of  the   Cold.      (Whole   book.) 
Carpenter,  North  America,  pp.  301-302. 
Wade,  Our  Little  Eskimo  Cousin.      (Whole  book.) 

Suggestions. — Teach  the  habits  and  customs  so  far  as  time  will  permit. 
The  trouble  here  will  be  to  know  when  to  stop. 

XV.     Canada  and  Other  Countries  north  of  the  United  States.     (Ch.  XV, 
pp.  205-210.) 

Do  NOT  OVERLOOK  THE  DAILY  REVIEW.     See  pagcs  63  to  80. 
1.  Canada  belongs  to  England.     The  resources  of  southern  Canada 
are  much  the  same  as  those  found  in  bordering  regions  of  the 
United  States.     (Two  days.) 
Refs. — Carpenter,  North  America,  pp.  315-327. 
Shaler,  Story  of  Our  Continent,  p.  17S. 
King,  Book  II,  pp.  146-250. 
Herbertson,  North  America,  pp.  30-4S ;  50-81. 
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Suggestions. — Take  one  day  on  the  region  from  Lake  Superior  east.  Pay 
particular  attention  to  the  river  industries.  Take  one  day  from  Lake 
Superior  west.  Note  particularly  the  wheat  belt,  the  immense  forests 
reaching  from  the  Atlantic  Ocean  to  the  Rockies,  herds  of  cattle  on  the 
grassy  foothills  of  the  Rocky  Mountains,  large  grainfields  bordering  the 
United  States,  the  glaciers  and  other  beautiful  scenery  of  the  mountains 
and  the  fishing  of  the  streams  and  the  Great  Lakes. 

2.  Northern  Canada  is  wild  and  bleak.     Its  dark  forests  and  bleak 

tundras  are  traversed  by  hunters,  trappers  and  Indians.     (One 

day.) 

Refs. — Carpenter,  North  America,  pp.  810-314. 
Rupert,  Geographical  Reader,  pp.  93-99. 
King,  Book  II,  pp.  170-177. 

Suggestions. — Call  attention  to  the  similarity  between  this  region  and 
northern  Alaska.  "White  men  are  seldom  seen  here.  Wild  animals  of  all 
sorts  are  abundant  and  are  killed  by  the  natives  for  their  valuable  furs. 
It  would  be  interesting  to  go  on  a  moose  hunt.  Ships  can  enter  the  Hudson 
Bay  only  two  or  three  months  in  the  year. 

3.  The  islands  north  of  North  America  are  mostly  covered  with  ice 

and  snow.  They  are  visited  only  by  polar  explorers  and  adven- 
turous fur  traders.  Greenland,  owned  by  Denmark,  is  almost 
covered  by  a  great  glacier.     (Two  days.) 

Refs.— Kirhy,  The  World  by  the  Fireside,  pp.  27-29. 

Shaler,  Story  of  Our  Continent,  pp.  79-80 ;  126-127. 
Carpenter,  Australia  and  Islands,  pp.  375-380. 
Horton,  The  Frozen  North.      (Parts.) 

Suggestions. — Spend  the  time  talking  over  the  work  of  such  men  as 
Franklin,  Kane,  Greely,  Schwatka  and  Nansen  in  exploring  the  Northland. 
Note  particularly  the  hardships  due  to  cold  and  also  lack  of  roads.  Study 
Greenland  by  crossing  it  as  Nansen  did.     (See,  Horton,  pp.  104-121.) 

XVI.    Gauntries  south  of  the  United  States.     (Ch.  XVI,  pp.  211-215.) 

1.  Mexico  is  famous  for  its  silver  mines  and  its  herds  of  cattle  and 

horses.     (One  day.) 

Refs. — Carpenter,  North  America,  p.  343. 

Herbertson,  North  America,  pp.  216-217. 

Suggestions. — Take  a  journey  to  the  volcano  Popocatepetl  and  notice  the 
herds  of  cattle,  sheep  and  horses  on  the  foothills  along  the  way.  Visit  the 
silver  mines  and  notice  what  kind  of  people  do  the  work. 

2.  Central  America  consists  of  a  number  of  disorderly  republics. 

Its  climate  is  hot  and  unhealthful,  and  tropical  forests  and 

products  are  to  be  found.     (Two  days.) 

Refs. — Herbertson,  Central  and  South  America,  pp.  38-40;  49-52. 
Carpenter,  North  America,  pp.  345-352. 

Suggestions. — Notice  the  warm  climate,  the  tropical  vegetation,  and  fruits 
such  as  coffee,  bananas,  cocoa,  thickly  growing  trees,  among  which  we  notice 
the  rubber  trees,  and  the  vines  that  twine  from  tree  to  tree.     Such  valuable 

(42) 


woods  as  mahogany,  ebony  and  rosewood  are  found  here.     The  people  are 
much  like  the  Mexicans.     These  countries  are  often  at  war  with  each  other. 

3.  The  natives  of  Mexico  and  Central  America  are  mostly  a  mixture 

of  Spanish  and  Indian  blood.     As  a  rule  they  are  poor,  ignorant 

and  lazy.     They  live  in  wretched  huts   and  have  the  barest 

necessaries  of  food  and  clothing.     (One  day.) 

i2e/s.— Carpenter,  North  America,  pp.  327-330;  334;  336-345. 
Herbertson,  North  America,  pp.  217-219 ;  221-222. 
Rupert,  Geographical  Reader,  pp.  111-117;  119-120;  131-133. 

Suggestions. — Take  a  drive  around  the  City  of  Mexico  and  notice  the  few 
rich  people  riding  in  their  carriages  and  the  many  poor  people  walking. 
Corn  is  the  chief  food  of  the  poor  people.  See  how  they  prepare  it  for 
food.  Emphasize  the  things  mentioned  in  the  paragraph  above  and  show 
how  ignorance  and  poverty  are  usually  akin. 

4.  Cuba,  the  largest  island  of  the  West  Indies,  is  now  an  independent 

nation.     Its  principal  products  are  sugar  and  tobacco.    Havana 

is  the  center  of  its  trade.     (Two  days.) 

Refs. — Carpenter,  Australia  and  Islands,  pp.  357-366. 
Carroll,  Book  II,  pp.  163-173. 
Wade,  Our  Little  Cuban  Cousin,  pp.  45-71. 
Seabury,  Porto  Rico,  pp.  84-98. 

Suggestions. — Bring  out  some  of  its  history,  especially  the  part  played 
by  the  United  States.  Compare  the  cultivation  of  the  sugar  here  with 
what  we  saw  in  the  Southern  States,  Some  of  the  finest  tobacco  in  the 
world  is  grown  here. 

Map  Drill. — Give  a  map  drill  on  North  America,  including  the  United 
States.     (See  Bulletin  No.  V,  pp.  18  ff. ;  31-32 ;  36 ;  46.) 

XVII.     SOUTH  AMERICA.     (Ch.  XVII,  pp.  216-224.) 

Remember  your  daily  review.     See  pages  63  to  80. 

Map  Drill. — Give  a  map  drill  on  this  continent  before  taking  up  the 
descriptive  work.     (See  Bulletin  No.  V,  pp.  25;  37;  46-47.) 

1,  A  trip  to  the  summit  of  the  Andes  Mountains  takes  us  from 

tropical  lowlands  to  regions  of  perpetual  snow.     Many  interest- 
ing sights  may  be  seen  on  the  way.     (One  day.) 
Refs. — Coe,  Our  American  Neighbors,  pp.  268-270. 
Carpenter,  South  America,  pp.  115-123. 
Kirby,  World  by  the  Fireside,  pp.  142-145. 

Suggestions. — Take  the  train  at  Valparaiso  for  a  trip  over  the  mountains. 
At  first  notice  the  vinej^ards  and  orchards  of  orange  and  lemon  trees,  then 
the  cultivated  fields  where  the  men  are  plowing  with  oxen,  the  high  two- 
wheeled  carts  used  to  haul  the  grain  to  the  stations  to  be  shipped  to  other 
places,  the  high  Andes,  the  little  stone  huts  on  the  mountains  to  serve  as 
shelter  during  storms,  the  monstrous  condors,  and  finally  the  pampas  of 
Argentina,  which  we  shall  see  again. 

2.  The  Incas  once  ruled  over  the  Indians  whose  descendants  still  live 

in  the  highlands  of  Peru.     These  Indians  had  a  considerable 
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degree    of    civilization.     They    were    conquered    by    Pizarro. 
(One  day.) 
Refs. — Coe,  Our  American  Neighbors,  pp.  287-288. 

Markwick  and  Smith,  South  American  Republics,  pp.  24-25. 

Suggestions. — Make  a  study  of  the  Incas  civilization,  such  as  the  temples 
found  by  the  Spaniards,  Cuzco  the  chief  city  of  the  Incas,  their  queer, 
bright-colored  clothing,  their  queer  shaped  hats  and  the  odd  knit  caps. 

3.  Along  the  Amazon  River  the  climate  is  hot  and  moist.     Forest 

creepers  and  orchids  are  found  in  profusion;  strange  animals 

abound.     Here  are  the  great  forests  of  rubber  trees.     (Two 

days.) 

Refs. — Carpenter,  South  America,  pp.  800-827. 

Coe,  Our  American  Neighbors,  pp.  223-287. 

Strange  Lands  Near  Home,  pp.  52-59. 

Markwick  and  Smith,  South  American  Republics,  pp.  205-220. 

Suggestions. — The  size  of  the  river,  the  many  islands,  the  queer  huts 
along  the  banks,  the  dugout  boats  in  which  the  people  go  from  one  place  to 
another,  the  massive  trees  and  air  plants,  numerous  bright-colored  birds, 
the  many  animals,  cacao  trees,  Brazil  nut  trees,  and  rubber  trees  are  among 
the  things  to  be  noted.  Visit  a  rubber  plantation  and  watch  the  men 
gather  the  sap  and  prepare  it  to  be  shipped  away. 

4.  Argentina   and  the   La  Plata  prairies   are  covered  with  wheat 

fields  and  herds  of  cattle.     Here  are  the  pampas  lands.     (Two 

days.) 

Refs. — Coe,  Our  American  Neighbors,  pp.  263-265: 

Carpenter,  South  America,  pp.  192-200;  188-192. 

MarkAvick    and     Smith,    South    American    Republics,    pp.    239-247 ; 

265-269. 
Herbertson,  Central  and  South  America,  pp.  130-182. 

Suggestions. — Put  one  day  on  Buenos  Aires  and  one  day  on  the  wheat 
and  cattle  region.  Compare  these  regions  with  our  own  country.  In 
Buenos  Aires  the  following  points  are  of  interest:  the  factories,  the  ship- 
ping of  wool,  the  colleges  and  churches,  the  people,  the  Basques,  the  various 
markets,  the  peddlers  and  the  city  parks.  In  the  wheat  region  notice  the 
large  fields,  the  locusts,  plowing  and  sowing,  harvesting  and  shipping,  the 
absence  of  barns,  and  compare  with  the  United  States  in  these  things.  In 
the  cattle  region  notice  the  cowboys  and  their  outfits,  and  see  how  they 
differ  from  those  we  saw  in  Texas  and  the  Western  States.  Pay  special 
attention  to  the  character  of  the  pampas  lands. 

.  Map  Drill.— Give  a  map  drill  on  South  America.     (See  Bulletin  No.  V, 
pp.  25;  37;  46-47.) 

XVIII.     EUROPE.     (In  general.)      (Ch.  XVIII,  pp.  225-245.) 

Map  Drill. — Give  a  map  drill  on  Europe  before  taking  up  the  descriptive 
work.     (See  Bulletin  No.  V,  pp.  29-30;  40;  48-49.) 

Eemember  your  daily  review.     See  pages  63  to  80. 

1.  Europe  forms  the  western  section  cf  Eurasia.     It  is  about  the  size 
of  the  United  States  and  Alaska,  but  its  population  is  almost 
(44) 


five  times  as  great.     It  is  divided  into  many  countries.     (Three 
days.) 
Suggestions.— It  will  be  interesting  to  show  by  diagram  the  relative  size 
and  population  of  Europe  and  the  United  States. 

I.     Great  Britain.     (Ch.  XVIII,  pp.  225-229.) 

1.  Long  ago,  after  much  fighting,  England  forced  Wales,  Ireland 

and  Scotland  under  its  domain.     Now  they  are  called  Great 
Britain  and  Ireland  and  are  under  a  single  government.    (Two 
days.) 
Refs.—GnerheT,  Story  of  the  English,  pp.  13-17 ;  24-26 ;  44-53. 

Pratt,  Stories  of  England,  pp.  5-6-5. 

Peeps  at  Many  Lands — Ireland.     (Pictures.) 

Suggestions. — Take  a  brief  glimpse  at  the  early  peoples  of  this  region, 
note  how  changes  were  brought  about  by  invasions  from  the  main  land. 
Then  call  attention  to  the  fact  that  Scotland  sought  to  form  and  maintain  a 
separate  government,  as  did  also  Ireland.  But  now  they  are  together  in  a 
single  unit.     Pictures  will  be  found  very  valuable  here. 

2.  Great  Britain  has  possessions  in  many  lands   and  is  the  most 

powerful  nation  in  the  world.     She  is  called  the  "mistress  of 
the  seas."     (One  day.) 

Suggestions. — Call  attention  to  the  fact  that  the  "Sun  never  sets  on 
English  territory."  Notice  some  of  the  most  important  possessions,  such 
as  Canada,  India,  New  Zealand,  Australia  and  portions  of  South  Africa. 
Her  greatness  and  supremacy  are  due  to  her  large  navy  and  great  number 
of  merchant  vessels. 

3.  London  is  a  great  center  of  commerce  and  is  the  largest  city  in 

the  world.     (Two  days.) 

Refs. — Carpenter,  Europe,  pp.  66-84. 
By  Land  and  Sea,  pp.  3-11. 
Ballou,  Footprints  of  Travel,  pp.  321-333. 

Suggestions. — Notice  the  large  number  of  ships  coming  and  going.  View 
them  from  London  Bridge  or  visit  some  of  the  docks.  This  will  be 
sufficient  to  indicate  the  value  of  the  commerce.  Call  attention  to  the 
enormous  size  of  the  city  and  take  a  trip  through  parts  of  it  to  see  such 
sights  as  London  Bridge,  Thames  River,  the  narrow  crowded  streets,  St. 
Paul's  Cathedral,  Bank  of  England,  Tower  of  London  and  the  Westminster 
Abbey. 

4.  Vast  deposits  of  coal  and  iron  have  made  central  England  rich  in 

mines  and  factories.     (One  day.) 
Ref. — Carpenter,  Europe,  pp.  57-58. 

Suggestions. — Visit  the  coal  fields  and  the  iron  mines  in  the  different 
parts  of  the  country  and  notice  that  the  factories  are  situated  near  them. 
Pay  some  attention  to  the  knife  factory,  for  the  girls  and  boys  all  have  use 
for  knives.  Note  that  many  of  the  things  used  in  making  the  knives  come 
from  other  places.  This  is  a  dirty  region  because  there  is  so  much  coal 
smoke  from  the  factories. 

(45) 


5.  Glasgow,  Scotland,  is  known  for  its  shipbuilding.     (One  day.) 

Refs. — George,  Little  Journeys  to  Scotland  and  Ireland,  pp.  8-13. 
Knox,  Great  Britain  and  Ireland,  pp.  113-134. 

Suggestions. — Glasgow  is  a  smoky  city,  much  the  same  as  those  we  saw 
farther  south.  Here  we  notice  large  numbers  of  ships  and  learn  that  many 
of  them  are  built  here.  Visit  the  shipyards  and  notice  the  large  ships  that 
are  just  being  built.  It  is  extremely  noisy  because  so  many  hammers  are 
going  at  the  same  time.  Notice  what  kinds  of  materials  are  used  in  building 
the  ships. 

6.  Ireland  is  largely  given  over  to  farming.     Much  of  the  food  of 

England  is  raised  in  Ireland.     (Two  days.) 

Refs. — Little  Journeys  to  Scotland  and  Ireland.      (Parts.) 
Carpenter,  Europe,  pp.  15-30. 

Suggestions. — In  teaching  this  section  notice  particularly  the  damp 
climate,  the  green  trees,  beautiful  gardens,  lakes,  swamps,  farms  of  rich 
black  soil,  queer  carts  on  which  we  may  ride  when  we  go  there,  the  hedges 
and  stone  walls,  the  meadows  where  fat  sheep  and  cattle  are  grazing,  the 
growing  of  potatoes,  the  poor  people,  their  traits,  mode  of  life,  and  homes. 

7.  Great  Britain  was  the^home  of  our  forefathers  who  settled  this 

country.     There   are   many   old  stories   and   traditions   about 

Great  Britain  for  us  to  know,  and  many  interesting  places  for 

us  to  know  about.     (Four  days.) 

Refs. — Guerber,  Stories  of  the  English,  pp.  13-53. 
Pratt,  Stories  of  England,  pp.  5-52. 

Suggestions. — If  this  has  not  been  covered  in  the  topic  given  above,  it 
would  be  well  to  go  back  to  the  Roman  Conquest  and  learn  some  of  the 
traditions  and  customs  of  the  early  people  of  this  country  and  some  of  the 
fierce  battles  fought  by  them  in  their  efforts  to  be  free.  Pick  out  a  few  of 
the  heroes  and  tell  how  they  fought  for  their  country.  Follow  this  line  of 
work  up  to  about  the  time  when  our  forefathers  left  there.  Pictures  of 
the  early  Britons  would  lend  interest  to  the  subject. 

II.    The  Norse  Countries.     (Ch.  XVIII,  pp.  229-231.) 

*1.  The  people  of  Norway,  Sweden  and  Denmark  are  very  much 

alike  in  appearance,  language,  customs  and  occupations.     (One 

day.) 

Refs. — Andrews,  Ten  Boys.      (Parts.) 

George,  Little  Journeys  to  Norway  and  Sweden.     (Parts.) 
Hall,  Viking  Tales.     (Parts.) 

Suggestions. — These  people  are  light  complexioned,  even-tempered,  and 
live  by  dairying,  farming,  fishing,  and  manufacturing.  Many  of  them  wear 
the  old-fashioned  wooden  shoes  and  queer  dresses.  Hospitality  is  one  of  the 
ehief  characteristics.  They  hang  out  bundles  of  grain  and  ears  of  corn  for 
the  birds  at  Christmas  time.  They  often  carry  their  produce  to  market  on 
their  backs.  Notice  the  clean,  narrow  streets  in  the  cities.  Many  of  the 
stores  are  in  the  second  story.  The  reindeer  of  Lapland  is  interesting  and 
important. 

(46) 


*2.  Since  early  times  the  people  of  Scandinavia  have  been  famous 
seafarers.     (One  day.) 
Refs, — Davis,  Norway  Nights  and  Russian  Days,  pp.  45-52. 
Carroll,  Book  II,  pp.  83-87. 
Ballou,  Footprints  of  Travel,  pp.  239-240 ;  252-253. 

Suggestions. — Show  that  since  there  is  so  much  water  and  so  many  good 
harbors  here  the  men  naturally  take  to  the  seafaring  life.  They  are  great 
fishermen  and  the  best  of  sailors.  They  will  be  found  on  the  merchant  ships 
of  all  nations.  Cod  and  herring  are  among  the  most  important  fish  of  this 
region. 

3.  The  climate  of  Norway,  Sweden,  Denmark,  and  the  British  Isles 
as  well,  is  tempered  by  warm  westerly  winds  blowing  across  the 
Gulf  Stream.     (One  day.) 
Refs. — Johonnot,  Geographical  Reader,  pp.  330-331. 
Carpenter,  Europe,  p.  168. 
Ballou,  Footprints  of  Travel,  pp.  238 ;  266-267. 

Suggestions. — The  warm  water  to  the  west  of  these  countries  warms  the 
winds  that  blow  over  them  so  that  it  is  not  so  cold  as  it  would  be  otherwise. 
Compare  the  people,  their  habits  and  customs,  the  products  and  the  temper- 
ature of  this  region  with  those  of  Labrador  and  Greenland.  They  would 
be  the  same  if  it  were  not  for  the  warm  winds.  Parts  of  Norway  and 
Sweden  are  very  cold  in  winter. 

III.    The  Russian  Empire.     (Ch.  XVIII,  pp.  231-232.) 

1.  Peter  the  Great  is  the  best  known  Russian  ruler.     He  did  a  great 

deal  to  develop  his  country.     (One  day.) 
Ref. — Carpenter,  Europe,  pp.  335-339. 

Suggestions. — Bring  out  the  fact  that,  up  to  the  time  of  Peter  the  Great, 
Russia  was  a  backward  nation.  He  set  about  to  develop  the  navy,  improve 
the  foreign  trade,  and  introduced  the  ways  and  customs  of  more  advanced 
nations.  In  order  that  he  might  be  able  to  do  better  he  went  to  foreign 
countries  to  make  studies  of  what  he  saw  there.  He  worked  for  a  time  as 
a  ship  carpenter.  He  improved  education,  and  introduced  printing  and 
changes  of  dress  into  Russia. 

2.  Two  important  exports,  wheat  and  oil,  are  produced  in  Russia. 

The  regions  to  the  north  are  too  cold  and  much  of  Siberia  is  too 

dry  for  crops.     (Two  days.) 

Refs.— Coe,  Modern  Europe,  Ch.  XXI   (parts),  pp.  359-360;  386-390. 
King,  Northern  Europe,  pp.  309-343. 
Pratt,  Northern  Europe,  pp.  45-53. 
Northern  Europe,  pp.  109-122. 

Suggestions. — Notice  the  location  of  the  wheat  region  of  Russia,'  how  the 
land  is  worked,  the  crops  harvested  and  sent  out  of  the  countrj^,  and  com- 
pare with  the  same  industry  in  the  United  States.  Take  up  the  oil  pro- 
duction and  compare  with  the  same  industry  in  our  own  country.  Explain 
the  character  and  cause  of  the  steppes.  Why  is  the  northern  part  so  cold 
and  bleak  ?     Notice  the  character  of  the  people  living  there. 


(47) 


3.  Those  who  oppose  the  Russian  government  are  sent  as  exiles  to 
Siberia.     (One  day.) 
Refs. — Coe,  Modern  Europe,  pp.  370-374. 

Rupert,  Geographical  Reader,  pp.  269-272. 
Wade,  Our  Little  Russian  Cousin.     (Parts.) 
George,  Little  Journeys  to  Russia.      (Parts.) 

Suggestions.— Talk  over  the  kind  of  a  government  found  in  Eussia  by 
considering  the  following  points:  the  Czar  and  his  absolute  rule;  the 
ignorance  of  the  peasants;  how  the  people  sometimes  oppose  this  sort  of 
government ;  how  they  are  treated  in  exile. 

IV.  Germany.     (Ch.  XVIII,  pp.  233-234.) 

1.  Berlin  is  a  city  of  good  rules  and  is  well  kept.     (One  day.) 
Refs. — Herbertson,  Europe,  pp.  64-67. 

Carpenter,  Europe,  pp.  203-223. 

Suggestions.— Notice  the  clean,  well-kept  streets,  the  neat  houses  and 
parlvs,  and  the  universities  and  other  schools.  This  is  the  capital  of  Ger- 
many and  therefore  the  home  of  the  emperor.  The  Royal  IMuseum  and  the 
art  galleries  are  worthy  of  mention  on  account  of  their  size  and  value. 

2.  The  farming  resources  of  Germany  may  be  well  studied  by  a  trip 

up  the  Rhine.     (Two  days.) 

Refs. — Northern  Europe,  pp.  104-108. 

AndreAVs,  Seven  Little  Sisters,  pp.  85-97. 
Wade,  Our  Little  German  Cousin  (Parts). 
Knox,  Northern  Europe,  pp.  164-172 ;  182-190. 

Suggestions. — Take  a  trip  up  the  Rhine  River,  noting  the  fields  of  wheat, 
hops,  sugar  beets  and  grapes.  Incidentally  it  would  be  interesting  to 
notice  the  old  castles  and  quaint  cities  along  the  river. 

V.  Holland.     (Ch.  XVIII,  pp.  234-235.) 

1.  Holland  is  largely  made  up  of  land  won  from  the  sea.     On  every 

hand  one  sees  dikes,  windmills  and  canals.     (One  day.) 

Refs. — Carpenter,  Europe,  pp.  135-140. 

Coe,  Modern  Europe,  pp.  137 ;  133-134. 
Peeps  at  Many  Lands — Holland,  pp.  17-18. 

Suggestions. — Show  pictures  of  the  dikes  and  windmills  and  also  one  that 
will  show  that  the  surface  of  the  sea  is  about  on  a  level  with  the  second 
story  of  the  houses.  Show  the  need  for  dikes  and  the  use  of  canals  and 
windmills. 

*2.  Most  of  the  people  of  Holland  devote  their  time  to  farming  or 
fishing.     They  are  a  simple,  cleanly  and  thrifty  folk.     (One 
day.) 
Refs. — Chamberlain,  How  We  Are  Clothed,  pp.  21-24. 

George,  Little  Journeys  to  Holland,  Belgium  and  Denmark.      (Parts.) 

Suggestions. — Cattle  and  dairy  products  should  be  studied  in  such  a  way 
as  to  see  how  they  differ  from  those  in  the  United  States.  Notice  that  the 
country  is  at  no  place  many  hundred  feet  above  the  level  of  the  ocean. 
Amsterdam  and  Rotterdam  are  quaint  old  cities  and  are  important  for 
their  commerce. 

(48) 


YI.    Belgium.     (Ch.  XVIII,  p.  236.) 

*1.  The  lowlands  of  Belgium  and  the  lowlands  of  Holland  are  very 
much  alike  in  character  and  occupations  of  the  people.  In  the 
cities  much  manufacturing  is  done.  The  country  is  famous  for 
laces  and  weaving,  and  Brussels,  the  capital,  is  the  home  of 
carpet  weaving.  (One  day.) 
Refs. — George,  Little  Journeys  to  Holland,  Belgium  and  Denmark.  (Parts.) 
By  Land  and  Sea,  pp.  16-21. 

Suggestions. — Call  attention  to  the  similarity  between  this  country  and 
Holland  and  point  out  the  fact  that  its  highlands  have  a  greater  elevation 
above  the  sea  than  those  of  the  latter.  Notice  particularly  the  Brussels 
carpet  and  lace  manufacture,  and  the  iron  works. 

VII.  France.     (Ch.  XVIII,  pp.  236-238.) 

1.  Paris,  the  capital  of  France,  is  said  to  be  the  most  beautiful  city 

in  the  world.     It  is  full  of  attractions  for  visitors.     (Three 

days.) 

Refs. — Peeps  at  Many  Lands — France.     (Parts.) 
By  Land  and  Sea,  pp.  22-26. 
Coe,  Modern  Europe,  pp.  249-278. 

Suggestions. — Visit  the  picture  galleries,  notice  the  beautiful,  clean 
streets,  the  boulevards,  the  parks  and  public  fountains.  Go  out  some  warm 
summer  evening  to  watch  the  gaily  dressed  men  and  women  promenade. 
Notice  how  the  Seine  River  is  treated  within  the  city  limits. 

*2.  Silk    culture    and    wine-making    are    important    industries    of 

France.     (Two  days.) 

Refs. — Peeps  at  Many  Lands — France.      (Parts.) 

Chamberlain,  How  We  Are  Clothed,  pp.  85-98. 

Suggestions. — Study  the  silk  industry  by  watching  the  silkworm  grow 
and  spin  its  cocoon,  then  notice  how  the  silk  is  gotten  from  the  cocoon  and 
finally  woven  into  cloth.  Notice  the  food  of  the  growing  worm.  Visit  the 
grape  district  and  compare  it  with  like  districts  in  our  own  country.  Visit 
the  wineries  and  see  them  make  the  wine.  Notice  the  wheat,  and  sugar 
beets  growing  in  the  northern  part. 

VIII.  Spain  and  Portugal.     (Ch.  XVIII,  pp.  238-240.) 

1.  Long  ago  Spain  and  Portugal  had  a  rich  trade  with  their  colonies. 
Now  they  have  lost  their  colonies  and  are  very  poor.  (Two 
days.)  , 

Refs.—llaXe,  Stories  of  the  Sea,  pp.  52-78. 

George,  Little  Journeys  to  Italy,  Spain  and  Portugal.     (Parts.) 
Jenks,  The  Boy's  Book  of  Explorations,  pp.  1-15. 

Suggestions. — Take  the  time  to  point  out  on  the  map  the  most  important 
of  Spain's  and  Portugal's  early  possessions  and  show  that  they  have  grad- 
ually slipped  away  till  at  the  present  time  practically  nothing  remains  in 
their  possession  outside  of  their  own  boundaries.  The  chief  reason  for  this 
has  been  the  brutal  manner  in  which  the  colonies  were  ruled.     • 

4 — GEOG  (49) 


2.  Although  most  of  the  people  of  Spain  are  poor,  they  are  a  happy 
people  and  enjoy  their  holidays,  bullfights,  siestas,  serenades, 
and  gay  dances  as  though  they  had  no  worries.     (One  day.) 
I^efs.— George,  Little  Journeys  to  Italy,  Spain  and  Portugal.      (Parts.) 
Carpenter,  Europe,  pp.  428-^36 ;  445-452. 

Suggestions.— Take  a  journey  to  Spain  and  attend  the  various  amuse- 
ments noted  above.  Notice,  also,  the  dry  western  plains  and  the  plateaus 
where  cattle  and  sheep  are  raised. 

IX.     Italy.     (Ch.  XVIII,  pp.  240-241.) 

1.  In  ancient  times  Rome  was  the  center  of  a  great  empire.     The 

city  still  shows  some  ruins  that  tell  of  its  ancient  greatness. 
(Two  days.) 
Refs. — By  Land  and  Sea,  pp.  32-41. 

Carpenter,  Europe,  pp.  397-428. 

Under  Sunny  Skies,  pp.  30-37;  55-66. 

The  Wide  World,  pp.  73-78. 

George,  Little  Journeys  to  Italy,  Spain  and  Portugal.     (Parts.) 

Wade,  Our  Little  Italian  Cousins.     (Parts.) 

Suggestions. — Visit  the  Colosseum  where  the  Christians  were  fed  to  the 
lions,  the  catacombs  where  the  Christians  found  refuge,  St.  Peter's  church, 
the  Vatican,  the  Pantheon,  the  castle  of  St.  Angelo,  the  Forum,  the 
triumphal  arches,  and  notice  the  ancient  roads. 

2.  Venice,  Milan,  Florence  and  Naples  are  interesting  Italian  cities 

for  the  tourist  to  visit.     (Four  days.) 

Refs. — By  Land  and  Sea,  pp.  32-41. 

Carpenter,  Europe,  pp.  397^28. 

Suggestions. — Spend  one  day  in  each  of  the  above  named  cities.  In 
Venice  will  be  seen :  the  Grand  Canal,  the  Rialto,  the  Cathedral  of  Venice, 
the  church  of  St.  Mark,  the  buildings  decorated  with  the  mosaics,  the  palace 
of  the  Doges,  and  the  Bridge  of  Sighs.  Take  a  ride  in  a  gondola  some  moon- 
light evening.  In  Naples  note  the  following :  the  happy  people,  workshops 
in  the  streets,  bright  colors  in  the  decorations  and  dresses,  stalls  along  the 
streets  filled  with  flowers,  vegetables  or  eatables,  and  the  lottery.  In 
Florence  look  for  the  following:  vineyards  and  orchards  around  the  city, 
the  lofty  Apennines  in  the  distance,  the  palaces,  churches,  statues  and 
pictures,  the  Piazza  del  Duomo,  the  Cathedral,  the  Shepherd's  Tower,  the 
Campanile,  the  Baptistry,  the  Brothers  of  Mercy,  the  happy  people  and 
their  numerous  holidays.  In  Milan  the  following  will  be  noted :  the  great 
quantity  of  silk  goods  in  the  stores,  the  Cathedral,  the  monument  of 
Columbus,  and  th*e  Lombardy  plains  surrounding  the  city. 

3.  Olives  and  grapes  are  important  crops  in  Italy.     Sicily  is  famous 

for  its  lemons.     The  Italian  farmer  is  a  thrifty,  industrious 
worker.     (One  day.) 

Refs.— Vnder  Sunny  Skies,  pp.  19-29 ;  38-54. 

Chase  and  Clow,  Stories  of  Industry,  pp.  49-53 ;  54-58. 
Coe,  Modern  Europe,  pp.  329-331. 

Suggestions. — Notice  the  wheat  fields,  the  orchards  and  vineyards  of  the 
northern  part  of  Italy.     Rice  is  also  an  important  product.     Olives  are 

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grown  in  large  numbers  and  the  fruit  pickled  or  made  into  a  high  grade 
of  olive  oil.  Study  the  life  of  the  peasant,  noting  how  he  lives  and  why  he 
is  so  happy.  Visit  Sicily  and  notice  particularly  the  lemon  orchards. 
Notice  the  people  and  their  way  of  living. 

X.  Switzerland.     (Ch.  XVIII,  pp.  241-242.) 

1,  Switzerland  is  famous  for  its  mountains  and  tourists  come  from 

all  over  the  world  to  view  its  scenery  and  climb  its  crags.     The 

Swiss  are  hardy  mountaineers.     (Two  days.) 

Refs. — George,  Little  Journeys  to  France  and  Switzerland,  pp.  3-51. 
Northern  Europe,  pp.  225-249. 
Shaw,  Big  People  and  Little  People  of  Other  Lands,  pp.  77-82. 

Suggestions. — Visit  some  of  the  lakes,  such  as  Geneva  and  Lucerne. 
Notice  the  steep  crags  and  mountainsides  from  which  avalances  often  rush 
upon  the  region  below,  the  glaciers  of  the  high  Alps,  and  climb  one  of  the 
peaks  such  as  the  Matterhorn.  Go  for  a  toboggan  slide  with  some  of  the 
boys  and  girls  and  later  go  hunting  for  the  chamois. 

2.  The  Swiss  people  are  thrifty  and  industrious.     Dairying,  wood 

carving  and  watchmaking  are  common  activities.     (One  day.) 

Refs. — Northern  Europe,  pp.  95-103. 

Wade,  Our  Little  Swiss  Cousin.     (Parts.) 
Coe,  Modern  Europe,  pp.  236-238. 

Suggestions. — Imagine  that  you  are  to  spend  the  summer  on  the  Alps 
with  the  herdsman  while  the  other  folks  are  busy  making  hay  in  the  valleys 
below.  Sometimes  hay  is  made  from  grasses  gathered  from  the  rocky 
mountain  sides.  Watch  the  women  milk  the  cows  and  make  cheese  and 
butter  from  the  milk.  Compare  these  with  the  same  things  in  our  own 
country.  Watch  the  watchmaker,  the  toymaker  or  the  woodcarver  at  his 
work. 

XI.  Austria-Hungary.     (Ch.  XVIII,  pp.  242-243.) 

*1.  Vienna,  on  the  beautiful  Danube  River,  is  the  capital  of  Austria- 
Hungary.     It  is  a  busy  commercial  center  and  is  one  of  the 
most  beautiful  cities  of  Europe,     (One  day.) 
Refs.— Under  Sunny  Skies,  pp.  123-131. 

Benedict,  Stories  of  Persons  and  Places  in  Europe,  pp.  252-275. 

Suggestions. — Take  a  trip  up  the  Danube  River  to  Vienna.  Notice  the 
castle  ruins,  the  cities,  the  fields  of  wheat,  and  the  flocks  along  the  banks 
of  the  stream.  The  people  wear  queer  clothes.  Here  w^e  will  see  parks 
cathedrals,  churches,  art  galleries  and  all  such  things  of  interest. 

XII.  Greece.     (Ch.  XVIII,  pp.  243-244.) 

1.  Many  old  stories  and  ancient  ruins  still  tell  us  of  the  days  when 
the  Greeks  were  the  leading  people  of  the  world.     (Two  days.) 

Refs. — Andrews,  Ten  Boys,  pp.  48-80. 
Carpenter,  Europe,  pp,  381-392. 
Guerber,  Story  of  the  Greeks.      (Parts.) 

Suggestions. — Tell  some  of  the  myths  that  are  more  or  less  connected  with 
the  early  history  of  Greece.     In  Athens,  the  capital,  we  see  magnificent 

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ruins,  the  Acropolis,  and  the  Parthenon.  Notice  the  people  and  their  cus- 
toms, such  as  the  public  baker,  and  the  various  kinds  of  peddlers.  Fruits, 
such  as  oranges  and  figs,  are  abundant  here. 

XIII.    Turkey.     (Ch.  XYIII,  pp.  244-245.) 

1.  The  Turks  are  Mohammedans.     Constantinople  is  the  capital  of 

Turkey.     (One  day.) 

Refs. — Carpenter,  Europe,  pp.  371-381. 

Knox,  Egypt  and  the  Holy  Land,  pp.  17-20. 

Smith,  Life  in  Asia,  pp.  314-324. 

Starr,  Strange  Peoples,  pp.  60-69. 

Wade,  Our  Little  Turkish  Cousin.     (Parts.) 

Suggestions. — Give  some  of  the  history  of  Constantinople,  calling  atten- 
tion to  the  many  times  it  has  changed  hands.  Notice  the  churches  and 
something  of  the  religion  of  the  Mohammedans,  the  queer  dress  of  the 
people,  the  porters  carrying  huge  boxes  on  their  backs,  the  thousands  of 
dogs,  the  bazaars  and  the  building  in  which  many  of  the  government 
officials  stay.  Notice  the  crude  methods  of  farming  employed  in  the 
country.     Call  attention  to  the  poor  government  given  these  people. 

Map  Drill. — Give  a  map  drill  on  Europe.  (See  Bulletin  No.  V,  pp.  29- 
30;  40;  48-49.) 

XIX.     ASIA.     (General  Introduction.)      (Ch.  XIX,  pp.  250-251.) 

Give  your  daily  reviews.     See  pages  63  to  80. 

1.  Eeview  of  map  work  on  Asia.  Emphasize  the  physical  features, 
and  make  reference  to  variations  in  climate  and  surface  con- 
ditions.    (One  day.)      (See  Bulletin  No.  V,  pp.  28-29;  39-40; 

48.) 

I.     Southwestern  Asia.     (Ch.  XIX,  pp.  251-254.) 

1.  Palestine,  once  the  country  of  the  Jews,  now  belongs  to  Turkey. 

It  is  a  land  rich  in  its  religious  associations.     (Two  days.) 
Refs. — Wade,  Our  Little  Jewish  Cousin.      (Parts.) 
Miller,  Little  People  of  Asia,  pp.  60-98. 
Knox,  Egypt  and  the  Holy  Land,  pp.  24-29. 
Smith,  Life  in  Asia,  pp.  287-310. 

Suggestions.— Visit  Palestine  and  see  the  Holy  City  of  the  Christians, 
with  its  queer  houses  and  narrow,  winding  streets,  the  many  different  kinds 
of  people,  the  limestone  wall  surrounding  the  city,  the.  Mosque  of  Omar, 
the  Church  of  the  Holy  Sepulchre,  the  Mount  of  Olives,  the  country,  which 
is  rocky  and  barren  in  places,  while  in  others  it  is  very  fertile. 

2.  Mecca  is  the  Holy  City  of  the  Mohammendans.     (One  day.) 
Refs. — Carpenter,  Asia,  pp.  375-381. 

Knox,  Egypt  and  the  Holy  Land,  pp.  17-20. 

Suggestions.— Visit  Mecca,  the  birthplace  of  Mohammed.  Manv  followers 
of  him  visit  here  as  a  part  of  their  religion.  Notice  the  great  Mohammedan 
temple  m  which  we  see  the  famous  black  stone.  Call  attention  to  the  sandy 
region  with  its  rocky  hills.     Mecca  is  said  to  be  the  hottest  city  in  the  world. 

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3.  In  Arabia  many  of  the  people  are  nomads  scattered  among  the 

oases  of  the  desert.     (One  day.) 

72e/s.— Carpenter,  Asia,  pp.  273-282. 

Allen,  Children  of  the  Palm  Lands,  pp.  115-134. 
Smith,  Life  in  Asia,  pp.  273-286. 
Andrews,  Seven  Little  Sisters,  pp.  23-42. 
Andrews,  Each  and  Ail,  pp.  57-90. 

Suggestions. — This  is  a  dry  region,  where  it  rains  but  little  and  water 
must  be  bought.  Land  at  Aden  and  get  an  impression  of  the  region  and 
of  this  city.  Notice  the  houses,  and  the  streets.  In  the  country  notice  the 
absence  of  rivers,  the  poor  soil,  the  rocky  deserts,  the  people  who  wander 
from  place  to  place,  live  in  tents,  tend  herds  of  camels  and  flocks  of  sheep, 
the  fine  horses,  and  here  and  there  villages  which  are  so  dusty  that  they 
resemble  dust  heaps. 

4.  Coffee  is  the  chief  export  of  Arabia  and  Mocha  is  its  shipping 

point.     (One  day.)      (See  3.) 

Refs. — Smith,  Life  in  Asia,  p.  276. 
Carpenter,  Asia,  p.  273. 

Suggestions. — Visit  Mocha  and  the  coffee  plantations  to  see  if  coffee  is 
cared  for  here  the  same  as  it  is  in  South  America.  Ostrich  feathers  are 
also  an  important  export. 

5.  Persia  is  famed  for  its  fine  rugs  and  shawls.     (One  day.) 
Refs. — Carpenter,  Asia,  pp.  265-273. 

Rupert,  Geographical  Reader,  pp.  273-282. 
Toward  the  Rising  Sun,  pp.  129-134. 
Andrews,  Ten  Boys,  pp.  25-47. 
Smith,  Life  in  Asia,  pp.  253-269. 
Miller,  Little  People  of  Asia,  pp.  96-116. 

Suggestions. — The  main  things  to  be  emphasized  under  this  topic  are: 

the  wandering  tribes  with  their  herds  of  goats,  sheep  and  yaks,  the  caravans 

and  their  uses,  the  homes  of  the  people,  the  wild  animals  such  as  lions, 

leopards  and  tigers,  products  such  as  wheat,  barley  and  cotton,  the  walls 

•  around  the  cities,  and  the  fine  rugs  and  shawls. 

II.     Siberia.     (Ch.  XIX,  pp.  254-255.) 

1.  Little  has  been  done  to  develop  Siberia.     In  the  north  are  bleak 
tundras,  and  in  the  south  are  the  wide,  semi-arid  steppes.     The 
rich  central  portion  has  a  scattered  population.     (Two  days.) 
Refs.— Smith,  Life  in  Asia,  Ch.  XXII. 

Kennan,  Tent  Life  in  Siberia.     (Parts.) 
Knox,  Russian  Empire,  Chs.  XIV,  XV,  XX. 

Suggestions. — Point  out  the  different  regions,  such  as  the  tundras  and 
the  steppes.  The  cold  tundras  and  their  inhabitants,  consisting  of  the 
wandering  tribes  and  their  herds  of  reindeer  are  noteworthy.  In  the 
southern  part  notice  the  products,  such  as  wheat.  The  houses  are  very 
poorly  built  affairs.     Tell  the  reason  for  this. 

2.  Siberia  belongs  to  Russia  and  many  Russians  have  been  exiled  to 
Siberia  for  opposing  the  harsh  government  of  the  Czar.  (One 
day.) 

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Refs. — Kennan,  Tent  Life  in  Siberia.      (Parts.) 

Wade,  Our  Little  Russian  Cousin.      (Parts.) 
George,  Little  Journeys  to  Russia.      (Parts.) 
Miller,  Little  People  of  Asia,  pp.  262-280. 
Smith,  Life  in  Asia,  pp.  241-252. 

Suggestions. — The  line  of  men  and  women,  bound  in  chains,  working  in 
the  coal  and  iron  mines  day  after  day,  contracting  colds,  many  dying  from 
exposure  or  tubercular  trouble,  as  a  punishment  for  crimes  either  real  or 
imaginary.     Oppression  of  the  government  has  much  to  do  with  the  crimes. 

III.    The  Chinese  Empire  md  Korea.     (Ch.  XIX,  pp.  255-256.) 

1.  Long  ago  China  had  an  advanced  civilization.     (One  day.) 

Refs.— Fratt,  China,  pp.  22-25 ;  30 ;  75-77. 

Carpenter,  Asia,  pp.  128-134;  141-143. 
Knox,  Japan  and  China,  pp.  385-387. 
Smith,  Life  in  Asia,  pp.  162-165 ;  178-179. 
Lee,  When  I  Was  a  Boy  in  China,  pp.  63-71. 
Toward  the  Rising  Sun,  pp.  16-28. 

Suggestions. — Point  out  the  fact  that  China  was  an  extremely  old  nation 
at  the  time  America  was  discovered.  It  dates  back  over  four  thousand 
years.  They  knew  how  to  print,  make  gunpowder  and  fireworks  hundreds 
of  years  ago.     At  one  time  it  was  the  most  advanced  nation  on  the  earth. 

2.  Many  curious  old  customs  and  beliefs  are  found  in  China.     (One 

day.) 

iee/s.— Pratt,  Stories  of  China,  pp.  126-131 ;  160-165. 
Smith,  Life  in  Asia,  pp.  163-165. 
Carpenter,  Asia,  pp.  123-125. 
Lee,  When  I  Was  a  Boy  in  China,  pp.  18-21. 

Suggestions. — Among  the  things  to  be  noted  are,  ancestor  worship,  feed- 
ing the  departed  spirits,  the  worshipping  of  idols,  old  style  schools,  methods 
of  traveling ;  and  many  others  if  time  will  permit. 

3.  Tea  raising  is  an  important  pursuit  in  China.     (One  day.) 

Refs. — Chamberlain,  How  We  Are  Fed,  pp.  70-76. 

Andrews,  Seven  Little  Sisters,  pp.  61-63;  69-70. 
Carpenter,  Asia,  pp.  66-67;  148-152;  200. 
Smith,  Life  in  Asia,  pp.  151-156. 
•  Pratt,  China,  pp.  51-60. 
Andrews,  Each  and  All,  pp.  91-95. 
Kirby,  Aunt  Martha's  Corner  Cupboard,  pp.  14-60;  121-184. 

Suggestions. — ^Visit  a  tea  plantation  and  see  how  the  plants  grow,  how 
they  are  cared  for,  how  the  leaves  are  gathered,  cured  and  packed  for  ship- 
ment. 

4.  Most  of  the  people  have  a  hard  time  to  make  a  living.     In  many 

parts  of  the  country  the  population  is  very  dense,  thousands  of 
people  live  in  boats.     (One  day.) 
Refs.— Pratt,  China,  pp.  42-47  ;  67-74  ;  85-89  ;  91-98. 

Andrews,  Seven  Little  Sisters,  pp.  57-70. 

Carpenter,  Asia,  pp.  105-107 ;  11 1-120 ;  134-141 ;  143-145. 

Smith,  Life  in  Asia,  pp.  144-145 ;  158-160. 

Suggestions. — Show  pictures  of  the  houseboats  and  describe  the  life  on 
them.  Speak  of  the  small  wages,  such  as  eight  cents  per  day  for  a  coal 
miner,  or  one  cent  for  carrying  four  hundred  pounds  of  coal  a  distance  of 

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one  and  a  half  miles,  or  five  to  six  dollars  a  yeav  and  board  for  a  farm  hand. 
Notice  that  the  chief  foods  of  the  people  are  rice  and  millet.  Show  the 
density  of  population. 

5.  Korea,  formerly  known  as  the  Hermit  Kingdom,  now  belongs  to 

Japan.     It  is  an  unprogressive  region  with  a  squalid  population 

and  many  strange  customs.     (One  day.) 

Refs. — Carpenter,  Asia,  pp.  76-92. 

Toward  the  Rising  Sun,  pp.  53-56. 
Smith,  Life  in  Asia,  pp.  232-241. 

Suggestio7is.—Bpeak  of  the  fact  that  these  people  tried  to  prevent  out- 
siders coming  into  their  country,  and  what  some  of  the  results  have  been. 
Coal  and  gold  mines,  the  lack  of  temples  and  palaces,  narrow  streets  in  the 
cities,  are  points  to  be  emphasized.  Japan  is  doing  much  to  improve  this 
region. 

IV.     Japan.     (Ch.  XIX,  pp.  257-258.) 

1.  Japan  is  an  island  kingdom.     Its  principal  products  are  rice,  tea 

and  silk.     (Two  days.) 

Refs. — George,  Little  Journeys  to  China  and  Japan.      (Parts.) 
Smith,  Life  in  Asia,  p.  185. 
Carpenter,  Asia,  pp.  15-19 ;  59-75. 
Wade,  Our  Little  Japanese  Cousin,      (Parts.) 
Miller,  Little  People  of  Asia,  pp.  360-405. 

Suggestions. — Visit  the  agricultural  region  and  watch  them  cultivate 
these  different  products.  Compare  them  with  like  industries  in  the  other 
countries  we  have  studied.  Notice  that  there  are  no  barns  and  no  fences. 
Call  attention  to  the  volcanoes  and  speak  of  the  earthquakes  that  have 
visited  the  region.  There  are  many  streams  on  the  islands.  Notice  the 
different  kinds  of  climate  in  the  different  parts  of  the  empire. 

2.  Japan  is  full  of  strange  sights  of  interest  to  the  tourist.     (One 

day.) 

Refs. — ^Toward  the  Rising  Sun,  pp.  57-77. 

Smith,  The  World  and  Its  People,  pp.  191-232. 
Chamberlain,  How  We  Travel,  pp.  55-72. 
Carpenter,  Asia,  pp.  24-33. 

Suggestions. — The  things  worthy  of  notice  are :  natural  scenery ;  Fusi- 
yama,  the  sacred  mountain ;  the  Emperor 's  palace ;  the  homes  and  furnish- 
ings ;  temples  of  worship ;  mode  of  dress ;  manners ;  cleanliness ;  religions. 

3.  The  Japanese  are  an  artistic  people  with  marked  skill  in  many 

kinds  of  handiwork.     Their  nation  has  recently  made  remark- 
able progress  in  civilization.     (One  day.) 

Refs. — George,  Little  Journeys  to  China  and  Japan.     (Parts.) 
Smith,  Life  in  Asia,  pp.  181-183 ;  187. 
Toward  the  Rising  Sun,  pp.  57-76. 

Suggestions. — Under  this  topic  should  be  included  a  discussion  of  the 
following:  railroads;  telegraph  lines;  schools;  cotton  mills;  sawmills; 
matting  factories ;  toy  shops  and  factories ;  the  home  decorations. 


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V.    India  and  Siam.     (Ch.  XIX,  pp.  258-260.) 

1.  The  Himalaya  Mountains  in  northern  India  form  the  highest 

mountain  system  in  the  world.     (One  day.) 

Refs. — Smith,  Life  in  Asia,  pp.  18-32. 

Carpenter,  Asia,  pp.  209-217 ;  225-233 ;  249-256. 

Knox,  Ceylon  and  India,  pp.  419-430. 

Miller,  Little  People  of  Asia,  pp.  130-188;  223-261. 

Suggestions.— Take  a  general  view  of  the  surface  of  India  by  locating 
the  mountains,  valleys,  plains,  plateaus,  and  the  rivers.  It  is  governed, 
primarily,  by  Great  Britain.  Railroads,  schools,  and  the  postal  system  have 
been  introduced  by  Great  Britain.  Visit  the  mountains  and  plateaus, 
notice  their  great  height,  the  snow  line,  the  timber  line,  and  the  inhabitants 
of  the  plateaus. 

2.  Most  of  the  people  of  India  live  by  farming  and  are  very  poor. 

Famine    and    plague    sometimes    destroy    thousands    of    lives. 

(One  day.) 

Refs. — Smith,  Life  in  Asia,  p.  23. 

Carpenter,  Asia,  pp.  206-208. 

Suggestions. — Visit  Calcutta,  notice  the  curious  houses,  wide  streets,  the 
dresses  of  the  people.  Take  a  journey  through  the  country,  noting  the 
density  of  population,  the  richness  of  the  land,  the  character  of  the  dwell- 
ings, and  endeavor  to  tell  why  the  people  are  so  poor.  Explain  the  causes 
of  the  famines  and  the  plagues.  Notice  the  methods  of  farming  and  com- 
pare with  our  methods.  Some  of  the  products  are  flax,  linseed  oil,  opium, 
indigo  and  wheat. 

3.  The  rajahs,   or  native  princes,  live  in  royal  style  in  splendid 

palaces,  with  a  retinue  of  servants.     (One  day.) 

Refs. — Wade,  Our  Little  Siamese  Cousin. 
Pratt,  Storips  of  India,  pp.  12^50. 
Toward  the  Rising  Sun,  pp.  9-15. 
Knox;  Siam  and  Java,  pp.  119-130. 

Suggestions. — Call  on  one  of  these  native  princes  and  see  how  he  lives. 
Notice  his  native  city,  the  streets,  the  people,  the  elephants,  the  camels,  the 
street  sprinkler  and  the  palace. 

4.  Benares  is  the  Holy  City  of  the  Hindoos.     (One  day.) 
Refs. — By  Land  and  Sea,  pp.  17^177. 

Carpenter,  Asia,  pp.  57-59;  234-240. 
Smith,  Life  in  Asia,  pp.  39^2. 

Suggestions. — ^Visit  this  city  and  see  the  people  bathing  in  the  Ganges 
River,  the  crowds  visiting  the  city,  the  temples,  and  the  sacred  cows.  Speak 
of  the  many  religions  and  the  caste  system. 

5.  The  elephant  is  tamed  and  made  to  work  in  India.     Tigers  and 

deadly  cobras  are  found  in  the  dense  tropical  jungles.     (Three 
days.) 

Refs. — Kipling,  Jungle  Book.     (Parts.) 

Carpenter,  Asia,  pp.  195-197 ;  225-233. 

Suggestions. — Study  some  of  the  wild  animals,  such  as  the  tigers, 
panthers,  wolves,  rhinoceroses,  and  crocodiles.     Visit  the  snake  charmers. 

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Watch  the  elephants  at  the  various  kinds  of  work,  such  as  carrying  logs  and 
piling  lumber.     Watch  them  take  their  baths. 

6.  Ceylon,  a  tropical  island  south  of  India,  is  famous  for  its  tea. 
(One  day.) 

f  Befs. — Peeps  at  Many  Lands — Ceylon,  pp.  55-58. 

Smith,  Life  in  Asia,  pp.  105-114. 

Suggestions. — Notice  the  following:  valuable  woods  in  the  forests  and 
jungles;  the  mountainous  region;  many  streams;  banana  and  breadfruit 
trees;  queer  native  boats;  the  two-wheeled  carts;  the  native  dwellings;  the 
two  castes;  cinnamon  groves;  cocoa  palms;  rice  fields,  the  Temple  of  the 
Tooth ;  the  plantations  of  tea. 

*7.  Siam  is   an   unprogressive   country   southeast   of   India.     It   is 
called  the  land  of  the  white  elephants.     (One  day.) 
Ref. — Wade,  Our  Little  Siamese  Cousin.     (Parts.) 

Suggestions. — The  things  worthy  of  note  are:  the  wild  animals;  queer 
people ;  many  rivers ;  houses  built  on  posts ;  the  houseboats ;  tropical  forests ; 
the  dress  of  the  people ;  the  food  of  the  people ;  betel  nut  chewers ;  the 
universal  habit  of  smoking. 

Map  Drill. — Give  a  map  review  of  the  continent  of  Asia.  (See  Bulletin 
No.  V,  pp.  28-29;  39-40;  48.) 

XX.     THE  DARK  CONTINENT.     (Ch.  XX,  pp.  263-264.) 

Map  Drill. — Give  a  complete  map  drill  on  Africa.  (See  Bulletin  No.  V, 
pp.  26-27;  38;  47.) 

Give  your  reviews  each  day.     See  pages  63  to  80. 

1.  Africa  is  the  wildest  and  least  developed  of  all  the  continents. 
Most  of  it  is  desert  and  jungle.     (One  day.) 
Ref. — Carpenter,  Africa,  pp.  9-14. 

Suggestions. — Take  a  general  view  of  the  continent,  noting  particularly 
the  following:  regular  coast  line;  mountainous  border;  lowlands  along  the 
coast;  large  rivers  with  great  waterfalls;  the  desert  regions;  the  grassy 
plains;  the  dense  jungles. 

I.    Northern  Africa.     (Ch.  XX,  pp.  264-268.) 

1.  Egypt  was  once  a  great  country.  The  pyramids  and  many  ruins 
of  great  temples  tell  us  something  of  its  strange  past.  (Two 
days.) 

i2e/s.— Badlam,  Views  in  Africa,  pp.  500 ;  505.  , 

Under' Sunny  Skies,  pp.  108-113. 
Carpenter,  Africa,  pp.  103-108 ;  87-92. 

Suggestions.— ^^Qdk  of  the  age  of  the  nation;  visit  the  pyramids  and  tell 
why  they  were  built,  visit  the  Sphinx,  the  other  ancient  monuments,  the 
obelisk  on  the  site  of  Heliopolis,  the  mummies,  Alexandria  the  ancient  seat 
of  learning. 


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2.  Cairo,  the  capital  of  Egypt,  is  interesting  because  of  its  narrow 

streets,  curious  houses,  bazaars,  camels,  and  water  carriers.     It 
is  a  typical  Mohammedan  city.     (One  day.) 
i?cf.— Carpenter,  Africa,  pp.  93-102. 
Suggestions. — Notice    particularly    the    things    mentioned    above;    visit 
Pompey's  pillar;  give  something  of  the  history  of  the  city;  notice  the  queer 
crowds  and  the  many  colors  and  costumes. 

3.  The  Nile  Valley  is  one  of  the  richest  farming  regions  of  the  earth. 

(One  day.) 
Refs. — Carpenter,  Africa,  pp.  81-92. 

Badlam,  Views  in  Africa,  pp.  500-505 ;  516-544. 
Knox,  Egypt  and  the  Holy  Land,  pp.  97-132 ;  205-225. 

Suggestions. — Notice  the  rich  soil  along  the  river  and  how  the  land  is 
enriched;  how^  the  crops  are  irrigated  from  the  Nile  Eiver;  the  desert  on 
either  side  of  the  river ;  the  Nile  delta ;  lack  of  rain ;  the  Assuan  dam. 

4.  The  Sahara  is  the  greatest  desert  in  the  world.     Caravans  pass 

over  it  with  difficulty,     (Two  days.) 

Refs. — Carpenter,  Africa,  pp.  55-74. 

Badlam,  Views  in  Africa,  pp.  19-29 ;  366-388 ;  496-500. 
Under  Sunny  Skies,  pp.  108-113. 

Suggestions. — It  would  be  interesting  to  imagine  yourselves  taking  a 
journey  across  the  desert,  noting  the  following:  the  camels,  and  how  they 
drink  before  leaving  the  watering  place ;  the  heat ;  the  rocks  and  sand  hills ; 
dry  rivers  and  valleys;  scanty  vegetation  or  none  at  all;  the  oases;  sand- 
storms ;  hot.  dry  air ;  night  traveling ;  the  people  who  live  on  the  desert. 

5.  The    Barbary    States    were    once    the    home    of    fierce    pirates. 

Morocco  is  still  infested  with  brigands.     (Two  days.) 

Refs. — Carpenter,  Africa,  pp.  14-55. 

Rupert,  Geographical  Reader,  pp.  340-341. 
Knox,  Levant,  Chs.  I-IX ;  XI-XIV. 

Suggestions. — The  chief  points  to  be  kept  in  mind  here  are:  Atlas  Moun- 
tains; the  forests;  the  different  kinds  of  people,  such  as  the  Berbers  and 
the  Moors;  date  palms;  the  square,  flat  houses;  water  carriers  and  street 
sprinklers ;  the  schools ;  the  market  places ;  the  wild  tribes  of  the  interior ; 
fig  orchards ;  fields  of  corn,  wheat  and  barley ;  the  pirates  of  the  past. 

II.     Central  Africa.     (Ch.  XX,  pp.  268-269.) 

1,  Livingstone  and  Stanley  first  explored  the  swamps,  forests  and 

jungles  of  Central  Africa.     They  faced  many  dangers  from  the 

hardships  of  the  country  and  from  savage  beasts  and  men. 

(Two  days.) 

Refs. — Jenks,  Boys'  Book  of  Exploration,  pp.  84-333. 
Badlam,  Views  in  Africa,  pp.  93-156. 
Wade,  Our  Little  African  Cousin,  pp.  388-451. 
Muller,  The  Story  of  Akimakoo.      (Parts.) 
Carpenter,  Africa,  pp.  222-241. 

Suggestions. — Study  about  the  adventures  of  Stanley  and  Livingstone. 
Notice  the  mighty  rivers,  the  numerous  large  lakes,  the  falls  and  cataracts, 
the  Kongo  basin,  and  the  dense  forests. 

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2.  Central  Africa  is  the  home  of  savage  tribes  and  ferocious  animals. 

Ivory  is  its  important  export.     (Two  days.) 
Hefs. — Wade,  Our  Little  African  Cousin,  pp.  31-89. 
Carpenter,  Africa,  pp.  144-190. 

Suggestions.— Yisit  some  of  these  people  and  notice  their  habits,  customs, 
and  surroundings.  Notice  how  they  protect  themselves  from  animals  more 
ferocious  than  themselves.  The  fever-laden  swamps  and  jungles  are  the 
homes  of  these  animals.  Notice  how  the  natives  obtain  the  ivory  which  they 
sell  to  the  traders.     Visit  the  queer  little  pygmies. 

3.  From  Africa  have  come  the  negroes,  once  taken  to  America  as 

slaves.  The  Arabs  still  keep  up  a  trade  in  negro  slaves.  (One 
day.) 

/2e/s.— Carpenter,  Africa,  pp.  191-199. 

Wade,  Our  Little  African  Cousin.     (Parts.) 

Suggestions. — Visit  the  region  from  which  the  greater  number  of  slaves 
were  brought  to  America.  Notice  how  they  live  there,  their  fondness  for 
jewelry,  the  witch  doctor,  the  mission  schools,  and  the  colonies  w^here  many 
descendants  of  negro  slaves  are  living. 

III.    Southern  Africa.     (Ch.  XX,  pp.  269-270.) 

1.  Much  of  South  Africa  is  owned  by  England.     Diamond  mining 

and  ostrich  raising  are  carried  on.     (Two  days.) 

72e/s.— Carpenter,  Africa,  pp.  273-332. 

Chamberlain,  How  We  Are  Fed,  pp.  220-229. 
Badlam,  Views  in  Africa,  pp.  160-180 ;  197-207. 

Suggestions. — Visit  the  diamond  mines  and  notice  the  kind  of  a  region 
they  are  in,  notice  how  the  stones  are  gotten  from  the  earth,  what  they  look 
like  and  how  the  mine  owners  keep  the  miners  from  stealing  them.  Tell 
something  about  diamond  cutting.  Visit  the  ostrich  farm  and  see  how 
the  birds  are  kept,  how  the  feathers  are  obtained  and  made  ready  for  the 
market.     (See  Fig.  220,  State  Series  Introductory  Geography.) 

Map  Drill. — Give  a  map  drill  on  Africa  by  way  of  a  review.  (See 
Bulletin  No.  V,  pp.  26,  38,  47.) 

XXI.     AUSTRALIA,  EAST   INDIES  AND  PACIFIC  ISLANDS. 

(Ch.  XXI.)     , 
General  Introduction  : 

1.  Eeview  map  work  on  Australia  and  islands  of  the  Pacific.     (One 

day.)     (See  Bulletin  No.  V,  pp.  27,  39,  47.) 

2,  The  South  Pacific  contains  many  islands,  some  large  and  some 

small.  The  nations  of  Europe  possess  most  of  these  islands, 
and  but  little  has  been  done  to  develop  them,  except  Australia 
and  New  Zealand.  Many  of  them  are  still  the  home  of  savage 
races.     (Two  days.) 

Dp  NOT  NEGLECT  THE  DAILY  REVIEW.       See  pagCS  63  tO  80. 


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I.  Australia.     (Ch.  XXI,  pp.  271-274.) 

1.  At  first  Australia  was  used  by  England  as  a  place  for  convicts. 

Now  it  has  grown  into  a  rich  colony.  (Three  days.) 
Ref. — Carpenter,  Australia,  pp.  13-16. 
Suggestions. — Something  should  be  said  as  to  the  size  of  Australia,  its 
continental  border,  the  short  rivers,  and  the  desert  interior.  The  early 
settlers  were  criminals  who  worked  in  chains.  Colonies  were  established 
later.  The  rains  come  from  the  eastward.  Cattle,  sheep,  and  wheat  are 
important  products  of  this  continent.  Notice  the  brackish  lakes  on  the 
interior.     Gold  is  an  important  mineral. 

2.  Australia  is  the  native  home  of  strange  plants  and  animals,  such 

as  the  acacia,  eucalyptus,  kangaroo  and  duckbill.     (One  day.) 

Refs.—BaWou,  Footprints  of  Travel,  pp.  63-65.. 
Carpenter,  Australia,  pp.  391-430. 

Knox,    The    Land    of    the    Kangaroo,    pp.    49-66;    83-99;'  115;    30; 
146-157;  218-232. 

Suggestions. — In  addition  to  the  above  there  are  many  other  strange 
animals.  Visit  some  of  the  natives,  notice  how  they  live  and  what  they 
look  like.     Visit  the  pearl  fisheries  and  the  Great  Barrier  Reef. 

II.  The  East  Indies.     (Ch.  XXI,  pp.  274-275.) 

1.  Here  are  the  rich  spice  islands  sought  by  Columbus.     They  are 
the  home  of  wild  races.     (One  day.) 

Refs. — Wade,  Our  Little  Brown  Cousin.      (Parts.) 
Toward  the  Rising  Sun,  pp.  115-128. 
Knox,  Siam  and  Java,  pp.  387-393 ;  411-421. 
Carpenter,  Australia,  pp.  73-126. 

Suggestions. — Visit  Java  and  notice  where  the  famous  Java  coffee  is 
grown.  Visit  New  Zealand,  where  there  are  many  evergreen  plants,  where 
there  are  glaciers,  pastures  for  sheep,  and  hot  springs  containing  various 
mineral  substances.  Visit  New  Guinea,  where  you  will  see  the  high  moun- 
tains, great  rivers,  low  plains,  dense  forests,  and  the  queer-looking  natives. 
Samoa  will  be  of  interest  also. 

III.  Philippines.     (Ch.  XXI,  pp.  275-276.) 

1.  Spain  possessed  these  islands  for  many  years,  but  now  they  belong 

to  the  United  States.     (One  day.) 

Refs. — George,  Little  Journeys   to   Hawaii  and   the   Philippines,   pp.    15-16; 
Part  II,  pp.  1-88. 
Greater  America,  pp.  67-84  ;  108-119. 
Carpenter,  Australia,  pp.  153-161. 

Suggestions. — It  will  be  interesting  to  take,  briefly,  the  history  of  these 
islands  and  somewhat  of  a  general  view  of  the  different  tribes  found  on 
them.  Notice  how  they  cultivate  rice  and  other  products,  and  compare 
with  what  has  been  seen  in  other  places. 

2.  Most  of  the  natives  of  the  Philippines  are  savages,  but  near  the 

the  coast  and  the  cities  they  have  a  rude  civilization.     (One 
day.) 

Ref. — Carpenter,  Australia,  pp.  158-161. 

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Suggestions.— ^tndy  the  habits,  customs,  and  surroundings  of  some  of 
the  natives  where  they  have  had  some  contact  with  civilization.  Try  to 
find  out  what  effect  such  influences  have  had  upon  them. 

3/  Manila  is  the  capital.     It  is  a  busy  city,  with  many  queer  sights. 
Its  climate  is  hot  and  unhealthful.     (One  day.) 
Refs. — Carpenter,  Australia,  pp.  lGl-177. 

McClintock,  The  Philippines,  pp.  90-96. 

George,  Little  Journeys  to  Hawaii  and  the  Philippines,  pp.  17 ;  21^8. 

Suggestions.— Yisit  Manila  and  notice  the  following:  the  streets;  the 
houses;  the  walled  city;  the  Escolta;  the  Luneta ;  the  fruit  market;  the 
Palace ;  the  homes  of  the  American  residents ;  the  climate. 

IV.    Islands  of  the  Pacific.     (Ch.  XXI,  p.  276.) 

1.  The  Hawaiian  Islands  belong  to  the  United  States.     Here  the 

climate  is  delightful  all  the  year  round,  and  tropical  fruits  are 
raised  in  abundance.     (Two  days.) 
Refs. — Wade,  Our  Little  Hawaiian  Cousin,  pp.  17-25. 

George,  Little  Journeys  to  Hawaii  and  the  Philippines,  pp.  1-87. 

Kirby,  Aunt  Martha's  Corner  Cupboard,  pp.  61-75. 

Suggestions. — Notice  the  location  of  these  islands,  the  warm  moist  climate 
where  it  rains  very  often,  the  tropical  fruits  such  as  pineapples  and  bananas, 
such  products  as  coffee  and  sugar  cane,  the  luxuriant  vegetation,  tlie  houses 
of  the  natives,  poi,  and  hoAV  it  is  made.  See  the  sights  of  the  city  of 
Honolulu. 

2.  Kilauea,  the  volcano,  is  one  of  the  well  known  features  of  the 

islands.     So,  also,  is  the  leper  colony.     (One  day.) 

Refs. — George,  Little  Journeys  to  Hawaii  and  the  Philippines,  pp.  65-70. 
Wade,  Our  Little  Hawaiian  Cousin,  pp.  85-99. 

Suggestions. — Visit  Kilauea,  where  you  will  see  the  hot  lava  in  the 
immense  crater,  the  cooled  lava  on  the  mountain  slopes,  and  breathe  the 
sulphur  laden  gases  from  the  numerous  vents  on  the  mountain.  It  will  be 
interesting  to  take  a  trip  to  the  leper  colony  and  see  how  those  poor,  unfor- 
tunate people  are  cared  for. 

XXII.     California.     (Ch.  XXII,  pp.  285-319.) 

Continue  the  daily  review.     See  pages  63  to  80. 
1.  Physiography  and  drainage.     (One  day.) 
California  consists  mainly  of  a  broad  valley  bordered  on  all  sides  by 
mountains.     It  is  drained  by  the  Sacramento-San  Joaquin  River  system. 
South  of  the  great  valley  lie  the  plains  of  Los  Angeles. 

Refs. — Fairbanks,  Geography  of  California,  pp.  3-15  ;  24-30. 
Smith,  Our  Own  Country,  pp.  205-217. 

Suggestions. — Study  the  mountains,  valleys  and  rivers  from  the  relief 
map  of  California  (see  Fig.  229,  opposite  page  282),  so  as  to  get  an  idea  of 
the  relation  of  these  parts  to  each  other.  Notice  the  great  valley,  particu- 
larly with  its  river  systems.  The  chief  points  should  be  the  great  area 
occupied  by  mountains  as  compared  to  the  valley  area,  the  Sierra  Nevada, 
Cascade,  and  Coast  Range  Mountains,  the  San  Francisco  Bay,  and  the 
plains  of  Los  Angeles. 

(61)- 


2.  Climate.     (One  day.) 

Our  State  is  noted  for  its  great  variety  of  climates.  Abundant  rainfall 
is  furnished  by  the  storms  from  the  Pacific  Ocean. 

Refs. — Fairbanks,  Geography  of  California,  pp.  16-23. 
Allen,  Industrial  Studies,  pp.  87-88. 

Suggestions. — Take  typical  regions  and  study  briefly  the  climate  of  each 
and  compare  with  the  other  regions.  Take  such  as  your  home  region  and 
other  representative  places  which  are  included  in  the  following :  the  Great 
Valley;  Coast;  High  Sierras;  Foothills;  Los  Angeles  Plains;  the  Mojave 
Desert  Region. 

3.  Industries.     (Five  days.) 

This  is  a  State  of  varied  industries.  Fruit,  cattle,  sheep,  and  grain  are 
important. 

i?e/s.— Fairbanks,  Geography  of  California,  pp.  30-40 ;  50-54 ;  57-58. 

Allen,  Industrial  Studies,  pp.  84 ;  86 ;  89 ;  91-103 ;  109 ;  116 ;  270-272. 
Carpenter,  North  America,  pp.  265-270. 

Suggestions. — Study  the  chief  fruit  industry  of  your  neighborhood  and 
also  the  other  representative  industries.  The  work  should  include  such 
fruits  as  grapes,  olives,  oranges,  lemons,  prunes,  peaches;  such  cereals  as 
wheat  and  rice ;  such  other  products  as  cotton,  onions  and  potatoes.  Many 
of  these  will  require  but  a  short  time,  so  that  greater  emphasis  should  be 
placed  upon  those  of  most  importance.  Your  own  neighborhood  is  first  in 
importance.  Comparisons  with  other  regions  and  countries  will  be  of 
great  value. 


Fig.  5. — An  electric  power  plant. 

4.  Manufacturing  and  mining.     (Three  days.) 
Various  factories  find  a  ready  market  for  their  products,  and  gold' and 
copper  mining  are  important.     Oil  is  a  very  important  product. 

Refs. — Fairbanks,  Geography  of  California,  pp.  40-46. 
Allen,  Industrial  Studies,  pp.  195-200. 

Suggestions. — Gold  and  copper  being  the  most  important  ore  products 
should  be  given  particular  stress.  Oil  being  the  most  important  mineral 
product  should  be  given  a  liberal  amount  of  time.     Visit  the  oil  wells  and 

(62 » 


see  how  the  oil  is  obtained  and  taken  care  of.  The  chief  factories  are  those 
for  the  manufacture  of  lumber,  iron  products,  sugar  refineries,  oil  refineries, 
powder  works,  and  wineries.  (See  Figs.  250  and  252  in  the  State  Series 
Introductory  Geography.) 

5.  Commerce  and  cities.     (Five  days.) 
Extensive  trade  is  carried  on  with  the  Orient  through  the  Bay  cities. 
Los  Angeles,  San  Diego,  and  Pasadena  are  among  the  important  cities  of 
southern  California.     Sacramento  is  our  capital  city. 

Suggestions. — Study  the  cities  of  San  Francisco,  San  Diego,  Pasadena, 
and  Oakland  for  the  purpose  of  learning  what  they  have  to  ship  out,  and 
what  must  be  brought  in.  The  Bay  cities  will  also  show  a  large  amount  of 
shipping  that  passes  through  between  the  United  States  in  general  and 
the  Orient.  Over  $46,000,000  worth  of  goods  came  into  San  Francisco  from 
foreign  ports  during  the  year  June  30,  1908,  to  June  30,  1909,  and  about 
$33,000,000  worth  sent  out  during  the  same  time. 

REVIEWS. 

No  matter  how  well  a  topic  may  have  been  presented,  when  first  taken 
up  in  class,  it  is  not  properly  taught  till  it  has  been  reviewed  and 
re-reviewed  so  that  the  class  has  the  important  points  well  in  hand.  The 
fact  that  a  portion  of  the  text  was  covered  in  a  lower  grade  is  no  excuse 
for  neglecting  it  entirely.  If  it  was  worth  presenting  at  all  some  parts 
of  it  are  worth  remembering  and  the  teacher  who  does  her  duty  by  her 
class  will  insist  that  they  review  often  enough  to  keep  the  main  points 
in  mind. 

What  follows  is  an  outline  indicating  the  most  important  facts  for 
these  tw^o  grades  and  the  ones  which  the  child  should  know  when  he  has 
completed  the  State  Series  Introductory  Geography.  The  topics,  head- 
ings and  numbering  of  the  following  sections  are  those  used  in  the  State 
Series  Introductory  Geography  and  will  serve  as  a  means  of  ready  refer- 
ence for  the  teacher  in  using  the  review  in  connection  with  the  text.  To 
this  outline,  the  teacher  can  attach  the  associations  necessary  to  render 
the  review  crisp  and  inviting.  She  should  remember,  also,  that  rational 
association  of  review  material  is  as  valuable  in  forming  permanent 
impressions  as  it  is  in  the  case  of  new  material. 

Perhaps  the  best  way  to  use  the  review  is  to  begin  with  the  first  topic, 
within  two  weeks  after  the  class  has  taken  it  in  the  text,  and  give  a 
certain  amount'  of  time  to  this  work  each  day.  The  first  day  the  class 
will  review  a  small  portion,  the  next  day  they  will  begin  where  they  left 
off  the  day  before  and  so  on  till  they  reach  the  part  of  the  review  corre- 
sponding to  the  point  at  which  they  are  in  the  text-book.  They  then 
return  to  the  beginning  and  proceed  as  before.  This  is  continued 
throughout  the  tw^o  grades,  a  little  each  day,  until  the  teacher  is  certain 
that  it  is  no  longer  necessary  to  review  a  certain  portion  of  the  work 
because  the  class  know  it  perfectly.  This  portion  may  then  be  dropped, 
to  be  taken  up  less  often  thereafter. 

(63) 


PART  I. 


HOME  GEOGRAPHY. 


I.     THE  SOILS. 

The  solid  rock  which  was  once  all  over  the  earth's  surface  has  been 
broken  up  and  formed  into  soil  in  many  places.  Plants  growing  into  it, 
water  stealing  into  cracks,  rocks  grinding  together,  and  even  earthworms 
aid  in  breaking  the  large  rocks  into  small  bits.  Most  animals,  plants  and 
even  people  live  upon  things  gotten  from  the  soil.  Rich,  fertile  soil 
produces  fine  crops  because  it  contains  food  for  the  plants.  We  may 
change  sterile  soil  into  fertile  soil  by  adding  the  materials  that  plants  live 
on.  Plants  do  not  grow  well  upon  sterile  soil  because  they  do  not  get 
much  food  from  it. 

II.     HILLS. 

Where  the  soil  has  been  worn  away,  leaving  an  uneven  surface,  hills 
have  been  formed.  Some  have  gentle  slopes  while  others  are  quite  steep. 
People  like  to  build  their  homes  on  hills  Avhere  it  is  dry  and  healthful. 

III.     MOUNTAINS, 

Mountains  are  much  like  hills  only  they  are  much  larger  and  have  but 
little  soil  upon  them.  They  were  made  by  the  wrinkling  of  the  earth's 
surface.  Some  mountains  are  so  high  they  have  snow  on  them  all 
summer.  They  are  cooler  in  summer  than  the  valleys  are  and  many 
people  move  to  the  mountains  to  rest  during  the  hot  weather.  Many 
trees,  from  which  we  get  our  lumber,  grow  in  the  mountains.  The 
mountains  also  contain  beautiful  streams  and  waterfalls. 

IV.     VALLEYS. 

The  lowland  between  hills  and  mountains  we  call  valleys.  Here  we 
find  fertile  soil  through  which  flow  streams  of  water.  Most  people  live 
in  the  valleys  because  of  the  rich  soil  there.  Wagon  roads  and  railways 
usually  follow  the  valleys.  Some  places,  where  the  land  is  nearly  level, 
the  water  collects,  forming  swamps. 

V.     RIVERS. 

When  the  rain  falls  upon  the  sides  of  the  mountain,  part  of  the  water 
sinks  into  the  ground  and  part  of  it  begins  to  collect  into  little  rivulets 
and  flow  down  the  slope.  These  little  streams  unite  to  form  larger  ones 
and  finally  unite  to  form  a  river.  The  river  carries  much  sediment, 
which  may  be  deposited  either  along  the  stream  or  at  its  mouth.  Much 
of  the  water  is  used  to  irrigate  the  land  in  the  valleys.  Steamers  may 
sail  up  the  larger  rivers.  At  its  source  a  river  is  swift  and  contains 
many  falls  and  rapids,  but  it  flows  slower  and  slower  as  it  gets  nearer 
its  mouth. 

(64) 


VI.     PONDS  AND  LAKES. 

If  we  were  to  build  a  dam  across  a  creek  or  a  river  the  water  would 
gradually  get  deeper  and  deeper,  thus  forming  a  pond.  A  very  large 
pond  is  usually  called  a  lake.  Lakes  are  generally  formed  by  the  water 
running  into  a  low  place  and  filling  it.  Sometimes  the  earth  folds  across 
a  river,  forming  a  dam.  The  part  above  the  dam  then  fills  up  with 
water,  forming  a  lake.  Lakes  that  have  no  streams  flowing  out  of  them 
soon  become  salty. 

The  water  of  the  fresh  water  lakes  is  often  used  to  drink,  but  wells 
usually  furnish  better  water.  Fish  are  found  in  most  lakes.  Some  lakes 
are  so  large  that  vessels  sail  upon  them. 

VII.     THE  OCEAN. 

Just  think  of  a  pond  or  lake  growing  larger  and  larger  until  it  is  hun- 
dreds or  even  thousands  of  miles  across.  It  then  becomes  an  ocean.  All 
of  the  large  rivers  flow  into  the  ocean,  but  never  make  it  run  over. 
Hundreds  of  large  ships  sail  over  the  ocean. 

VIII.     THE  AIR. 

The  substance  that  we  breathe  and  move  around  in  is  called  air.  Even 
if  we  were  to  climb  to  the  top  of  a  high  mountain  we  would  find  plenty  of 
air  to  breathe.  When  the  air  moves  from  one  place  to  another  it  causes 
winds.  This  may  cause  the  ships  to  move  over  the  water  or  the  wind- 
mills to  turn  on  the  land.  The  air  is  also  important  to  us  because  it 
carries  the  moisture  to  us  from  the  ocean.  This  moi-.tui-e  forms  into  little 
drops  of  water  and  makes  clouds.  Then  when  the  drops  become  large 
enough  they  fall  to  the  earth  as  rain. 

IX.     INDUSTRY  AND  COMMERCE. 

Some  people  are  busy  at  one  kind  of  work  and  some  at  another.  For 
instance,  one  man  may  be  a  farmer,  another  a  carpenter,  still  another  a 
railroad  engineer,  and  so  on.  If  the  farmer  has  more  wheat  than  he  can 
use  he  may  send  some  of  it  away  on  the  railroad.  The  engineer  drives  the 
engine  that  takes  it.  When  the  train  comes  back  it  may  bring  the  farmer- 
some  sugar,  a  plow,  or  a  wagon.  Sometimes  things  are  sent  from  one 
place  to  another  on  mules  or  on  wagons  or  on  ships.  This  sending  things 
from  one  place  to  another  and  bringing  things  back  we  call  commerce. 

X.     GOVERNMENT. 

Some  one  must  look  after  us  all  so  that  we  may  be  happy  and  have 
things  of  our  own.  In  the  home  our  parents  look  after  us,  in  the  school 
the  teacher  watches  us  and  helps  us,  and  outside  of  the  home  and  school 
are  policemen  who  keep  us  and  our  neighbors  from  harm. 

XL     MAPS. 

When  we  wish  to  represent  a  part  of  the  earth  so  that  some  one  else 
may  know  what  we  are  talking  about  we  draw  a  picture  or  a  map  of  it. 
It  is  much  smaller  than  the  part  of  the  earth  it  is  taken  from. 

5 GEOG  (65) 


PART  II. 


THE  EARTH  AS  A  WHOLE. 


I.     FORM  AND  SIZE  OF  THE  EARTH. 

Form.— For  many  years  people  thought  that  the  earth  was  flat,  but  we 
know  now  that  it  is  round  like  an  orange. 

Size.— The  mountains  seem  high  to  us,  but  they  are  very  small  Avhen 
compared  to  the  earth  as  a  whole.  Can  you  imagine  how  far  8,000  miles 
is?  This  is  the  distance  through  the  earth.  (Compare  it  with  some 
distance  they  know  locally.)     It  is  about  25,000  miles  around  it. 

II.     DAILY  MOTIONS  OF  THE  EARTH  AND  ITS  RESULTS. 

The  Axis  and  Poles.— The  line  upon  which  the  earth  turns  passes 
through  the  center  of  the  earth.  Where  it  reaches  the  surface  of  the 
earth  w^e  call  the  poles.  The  one  north  of  us  is  the  north  pole,  the  one 
south  of  us  is  the  south  pole. 

Equator.— An  imaginary  line  drawn  around  the  earth  halfway  between 
the  two  poles  forms  the  equator. 

Gravity.  — All  things  are  drawn  toward  the  earth  by  what  we  call  the 
force  of  gravity.  This  force  keeps  all  things  from  flying  away  from  the 
earth.     It  pulls  us  down  all  of  the  time. 

Sunrise  and  Sunset.— The  earth  turning  on  its  axis  from  west  to  east 
makes  it  appear  as  if  the  sun  rose  in  the  east  and  set  in  the  west. 

Day  and  Night. — When  the  earth  is  turned  so  that  the  side  we  are  on  is 
toward  the  sun  we  have  day,  and  when  the  side  we  are  on  is  turned  away 
from  the  sun  we  have  night.  When  we  have  day,  then,  people  on  the 
other  side  of  the  earth  will  have  night. 

III.     THE  ZONES. 

Boundaries  of  the  Zones.— The  torrid,  or  hot,  zone  of  the  earth  lies 
between  the  tropic  of  Cancer  on  the  north  and  the  tropic  of  Capricorn 
on  the  south.  Between  the  tropic  of  Cancer  and  the  Arctic  Circle  lies 
the  north  temperate  zone.  The  south  temperate  zone  lies  between  the 
tropic  of  Capricorn  and  the  Antarctic  Circle.  Within  the  Arctic  Circle 
is  the  north  frigid  zone,  while  the  south  frigid  zone  lies  inside  of  the 
Antarctic  Circle. 

Torrid  Zone.— The  part  of  the  earth  lying  on  either  side  of  the  equator 
and  which  at  some  time  during  the  year  has  the  noonday  sun  vertically 
overhead  is  called  the  torrid  or  tropical  zone.  It  is  sometimes  called  the 
equatorial  belt. 

(66) 


Temperate  Zones.-North  of  the  torrid  zone  is  the  north  temperate 
zone  This  region  never  has  vertical  rays  of  the  sun  at  noonday.  The  sun 
is  always  to  the  south  of  us.  South  of  the  torrid  zone  is  the  south 
temperate  zone,  where  the  noonday  sun  is  always  to  the  north. 

Frigid  Zones.— Around  the  poles  are  the  frigid  zones.  Here  the  sun 
shines  only  slantingly.  The  one  around  the  north  pole  is  the  north  frigid 
zone  and  the  one  around  the  south  pole  is  the  south  frigid  zone. 

VII.     NORTH  AMERICA. 

Physical  Geography.— On  the  west  we  find  the  Rocky  Mountain,  Sierra 
Nevada  and  Coast  Range  region,  and  on  the  east  the  Appalachian  Moun- 
tains. The  Mississippi  Valley  lies  between  the  Rockies  and  the  Appa- 
lachian Mountains.  East  of  the  Appalachian  Mountains  is  the  Atlantic 
Slope.  West  of  the  Rocky  Mountains  is  the  Pacific  Slope.  The  great 
rivers  of  North  America  are  the  Mississippi,  Missouri,  St.  Lawrence  and 
the  Yukon. 

Political  Divisions.— The  continent  of  North  America  is  made  up  of  the 
following  man-made  divisions:  United  States,  and  Alaska;  Canada; 
Mexico;  Central  America. 

VIII.     THE  UNITED  STATES. 

From  the  thirteen  original  colonies  the  United  States  has  grown  to 
forty-eight  states  and  the  territories  of  Alaska,  Hawaii,  Porto  Rico,  and 
the  Philippine  Islands. 

IX.     NEW  ENGLAND. 

Names.— ]\Iany  of  the  names  in  this  section,  which  includes  Maine,  New 
Hampshire,  Vermont,  Massachusetts,  Rhode  Island  and  Connecticut,  are 
the  same  as  those  in  England  with  the  word  ''New''  added. 

Seaports.  — The  irregular  coast  line  furnishes  good  harbors.  Boston, 
Portland,  Gloucester  and  Providence  are.  seaports  of  importance. 
Gloucester  is  a  large  fishing  port. 

Farming.— The  thin,  rocky  soil  is  of  little  value  for  farming  purposes. 
Near  large  cities  are  small  farms  producing  vegetables,  milk,  butter,  and 
other  farm  products. 

Quarrying  of  granite  and  marble  is  an  important  industry. 

Lumbering.— The  mountains  of  northern  Maine  produce  much  valuable 
lumber.  The  logs  are  floated  down  streams  to  where  the  steamers  can 
load  the  lumber  when  sawed.  Bangor  is  a  large  city  as  a  result  of  the 
lumber  industry. 

Manufacturing.— Because  of  the  great  amount  of  water  power  fur- 
nished by  the  rivers  the  New  England  States  contain  many  important 
manufacturing  cities.  Cotton  and  woolen  goods,  boots,  shoes,  knives, 
guns,  watches  and  many  other  common  articles  are  made  in  the  larger 
eities. 

(67) 


Commerce.— Food,  cotton,  wool  and  hides  are  brought  into  these  states 
and  the  manufactured  articles  are  shipped  to  all  parts  of  the  United 
States  as  well  as  to  foreign  countries.  Much  of  the  shipping  goes 
through  Boston,  Portland,  and  Providence,  thus  helping  to  make  them 
large  cities. 

X.  MIDDLE  ATLANTIC  STATES. 

This  group  of  states  is  made  up  of  New  York,  Pennsylvania,  New 
Jersey,  Delaware,  Maryland,  West  Virginia  and  Virginia. 

The  Coast  Line.— The  sinking  of  the  coast  line  has  made  it  irregular 
and  formed  the  Chesapeake,  Delaware  and  New  York  bays. 

Seaports.— New  York,  situated  on  New  York  Bay,  is  the  largest  city  in 
the  United  States,  and  the  second  largest  city  in  the  world.  Philadelphia 
is  located  on  the  Delaware  River,  but  can  be  reached  by  large  vessels. 
Baltimore  is  on  the  Chesapeake  Bay. 

Reasons  for  the  Great  Size  of  New  York  City. 

Cities  Near  By. — There  were  many  smaller  cities  near  New  York,  but 
they  are  now  a  part  of  it  and  together  form  Greater  New  York.  Many 
vessels  come  to  New  York  harbor  from  all  parts  of  the  civilized  world. 

Water  Routes  to  the  Interior. — From  New  York  Bay  vessels  may  sail 
up  the  Hudson  River  as  far  as  Albany.  From  here  smaller  boats  go  by 
way  of  the  Erie  canal  to  Buffalo  on  Lake  Erie. 

Many  important  railroad  routes  reach  out  from  New  York  and  compete 
with  the  water  routes  to  the  interior. 

Lumbering.— This  is  an  important  industry  along  the  Mohawk  River. 

Farming.— The  rich  soil  of  the  more  level  portions  of  New  York  State 
make  it  valuable  for  farming  purposes.  Hay,  grain,  fruit,  butter  and 
cheese  are  the  chief  products. 

Manufacturing.— The  falls  in  the  rivers  are  generally  used  for  power 
purposes.  Such  cities  as  Rochester,  Buffalo  and  Troy  are  the  chief  ones 
using  this  power.     New  York  City  uses  steam  power  for  its  factories. 

Commerce.— The  manufactured  articles  and  some  of  the  farm  products 

are  shipped  out  through  New  York  City.     Much  trade  comes  by  way  of 

the  Erie  canal  from  the  Great  Lakes..   Large  quantities  of  goods  are 

brought  into  the  United  States,  from  foreign  countries,  through  this  port. 

Reasons  Why  Philadelphia  is  a  Great  City. 

Cities  Near  By.— Camden,  Trenton  and  Wilmington  are  quite  large 
neighboring  cities. 

Farming.— Fruit  and  grain  are  grown  quite  extensively  near  Phila- 
delphia and  also  in  the  mountain  valleys.  Lumbering  is  carried  on  to 
some  extent  in  the  mountains. 

Iron.— A  great  amount  of  iron  ore  is  found  in  Pennsylvania.  Much  of 
it  is  smelted  and  made  into  useful  articles  such  as  stoves,  engines  and 

(68) 


knives.  Several  large  cities  in  this  State,  besides  Philadelphia,  are  noted 
for  the  manufacture  of  iron  goods. 

Coal.— Great  quantities  of  coal  are  found  in  this  State.  Much  of  it  is 
used  to  melt  the  iron  and  the  iron  ore,  while  a  great  deal  of  it  is  used  to 
cook  with  and  warm  the  houses  in  winter. 

Oil  and  gas.— Petroleum  and  gas  are  found  in  quite  large  quantities. 

Commerce.— Many  materials  are  sent  to  Philadelphia  to  be  manufac- 
tured into  useful  articles,  while  others  are  sent  there  to  be  shipped  to 
other  places. 

Other  Cities. 

Baltimore.— This  city  has  an  excellent  harbor  and  is  also  noted  for  its 
fine  oysters. 

Washington.— Washington  is  the  capital  of  the  United  States.  Here 
are  the  government  buildings  in  which  are  thousands  of  men  and  women 
attending  to  the  business  of  our  country. 

Virginia  and  West  Virginia.— The  mountainous  western  portion  of 
Virginia  and  the  eastern  part  of  West  Virginia  furnish  lumber  and  iron. 
West  Virginia  furnishes  oil,  coal  and  gas.  Virginia  has  a  mild  climate 
which  is  good  for  the  growing  of  tobacco.  Richmond,  which  is  the  most 
important  city  of  these  states,  is  a  great  tobacco  market. 

XI.     SOUTHERN  STATES. 

In  this  group  of  states  we  find  North  Carolina,  South  Carolina,  Georgia, 
Florida,  Alabama,  Tennessee,  Mississippi,  Louisiana,  Arkansas,  Oklahoma 
and  Texas. 

Relief.— The  Appalachian  Mountains  pass  across  several  of  these  states, 
but  the  greater  part  of  this  region  is  plains.  Along  the  coast  is  the  level 
strip  called  the  Coastal  Plain.  The  land  along  the  Mississippi  River  is 
so  low  that  it  must  be  protected  by  levees.  Between  the  mountains  and 
the  coastal  plains  are  the  plateaus. 

Coal  and  Iron.— Coal  and  iron  are  found  in  the  mountains.  Birming- 
ham has  quite  large  iron  foundries. 

Cotton.— The  rich  soil,  warm,  moist  climate  produce  excellent  crops 
of  cotton,  corn,  wheat  and  tobacco.     Cotton  is  the  most  important. 

Ranching.— Cattle  raising  is  the  important  industry  of  the  drier  plains 
of  western  Texas. 

Sugar  and  Rice.— Along  the  low  plains  rice  and  sugar  cane  are  grown. 
The  sugar  we  use  is  made  from  this  cane  or  from  beets.  Florida  oranges, 
lemons  and  pineapples  are  well  known  and  are  of  excellent  quality. 
Much  lumber  is  produced  in  these  states. 

Manufacturing.— Much  cotton  is  manufactured,  but  a  great  deal  is 
shipped  to  New  England  and  Europe.  Important  steel  and  iron  indus- 
tries are  found  near  the  coal  fields. 

(69) 


New  Orleans.— This  city,  situated  on  the  Mississippi  River  where  it  can 
be  reached  by  ocean  steamers,  is  the  most  important  city  in  the  south. 
Ships  can  also  pass  from  here  far  up  the  river  to  interior  regions.  These 
things  make  New  Orleans  an  important  seaport.  Immense  quantities  of 
cotton  are  shipped  from  here. 

Other  Seaports.— Other  seaports  of  importance  are  Galveston,  Mobile, 
Jacksonville,  Savannah,  Charleston,  and  Wilmington. 

XII.     CENTRAL  STATES. 

In  this  group  we  find  Kentucky,  Ohio,  Indiana,  Michigan,  Illinois, 
Wisconsin,  Missouri,  Iowa,  Minnesota,  Kansas,  Nebraska,  and  South 
Dakota. 

Products.— With  the  exception  of  the  two  Dakotas,  western  Kansas  and 
Nebraska,  the  fertile  soil  is  well  watered  and  produces  large  crops  of 
corn  and  wheat.  Tobacco  is  an  important  crop  in  Kentucky.  Coal  and 
petroleum  are  found  in  Ohio  and  Indiana,  coal  alone  in  Illinois,  and  iron 
and  copper  along  the  western  shores  of  Lake  Superior. 

Manufacturing  and  Trade  Centers.— The  great  cities  of  this  region  are 
on  the  Great  Lakes  and  on  the  Mississippi  River.  Chicago,  next  to  New 
York  in  size,  is  situated  on  Lake  Michigan.  It  has  water  connection  with 
New  York  and  also  down  the  St.  Lawrence  River.  The  Erie  canal  leads 
across  New  York  State  and  a  short  canal  carries  the  ships  around  the 
Niagara  Falls.  Chicago  is  a  great  railroad  center,  is  the  greatest  meat 
market  in  the  world,  is  an  important  grain  market  and,  being  near  the 
Illinois  coal  fields,  is  of  importance  as  a  manufacturing  city.  Milwaukee 
and  Minneapolis  are  important  milling  cities.  The  latter  is  located  at 
the  falls  in  the  Mississippi  River.  Kansas  City  is  noted  as  a  meat  packing 
center. 

XIII.     WESTERN  STATES. 

This  group  of  states  is  composed  of  New  Mexico,  Arizona,  Utah,  Colo- 
rado, Wyoming,  Montana,  Idaho,  Washington,  Oregon,  and  California. 

Reasons  why  there  are  so  Few  People.— These  states  consist  of  about 
one  third  of  the  entire  area  of  the  United  States,  but  have  about  one 
fourth  of  the  population  of  the  Southern  States.  The  main  reasons  for 
the  few  people  are,  (1)  this  region  has  not  been  settled  long,  (2)  it  is  very 
mountainous,' (3)  has  a  dry  climate  in  the  greater  part  of  it. 

Wonderful  Scenery.— The  geysers  and  the  Yellowstone  River  in  the 
Yellowstone  National  Park,  the  Yosemite  Valley  in  the  Sierras  and  the 
Grand  Canyon  of  the  Colorado  are  visited  by  hundreds  of  tourists  from 
all  parts  of  the  world. 

Mining.— Gold  is  found  quite  plentifully  in  California,  Colorado,  Mon- 
tana, Nevada  and  Utah.  Copper  is  important  in  California  and  Montana. 
Large  quantities  of  silver  are  produced  in  Colorado  and  Nevada.  Denver 
is  situated  in  an  important  mining  region. 

(70) 


San  Francisco,  situated  on  one  of  the  finest  harbors  in  the  world,  is  an 
important  seaport.  Portland  and  Seattle  are  also  important  seaports. 
Los  Angeles  is  the  center  of  a  valuable  fruit  growing  region. 

The  Desert.— Much  of  the  land  has  so  little  moisture  that  scarcely 
anything  is  produced  on  it. 

Irrigation.— Parts  of  these  deserts  have  been  made  to  yield  good  crops 
by  irrigation.  The  region  around  Salt  Lake  City  has  been  changed  in 
this  way.  Large  reservoirs  are  being  built  to  store  up  water  for  irriga- 
tion purposes. 

Fruit  Raising.— ]\Iuch  of  southern  California,  because  of  its  warm 
climate,  has  been  made  to  produce  large  crops  of  oranges  and  lemons. 
Los  Angeles  is  the  center  of  this  belt  and  is  an  important  railroad  center. 

Industries  along  the  Pacific  Coast.— In  central  and  northern  California 
the  rainfall  is  more  plentiful,  so  that  irrigation  is  not  so  necessary.  This 
region  produces  immense  quantities  of  fruits,  among  which  are  grapes, 
peaches,  prunes,  cherries,  oranges  and  apples.  Lumbering  and  wheat 
raising  are  important  industries.  The  famous  "Big  Trees"  are  in  this 
section.  Oregon  and  Washington  have  extensive  forests  from  which 
large  quantities  of  lumber  are  made.  Fruit  growing  and  salmon  fishing 
are  important  industries. 

Cities  of  the  Pacific  Slope.— There  are  several  fair  sized  cities  in  this 
region,  but  all  are  smaller  than  those  of  the  Atlantic  coast  in  the  same 
positions  with  regard  to  harbors,  i.  e.,  such  cities  as  New  York,  Phila- 
delphia, Boston,  and  New  Orleans. 

XIV.     ALASKA. 

During  recent  years  hundreds  of  men  have  gone  to  Alaska  to  dig  for 
gold.  Much  gold  has  been  taken  from  the  earth  as  a  result  of  this  gold 
rush.  The  salmon  fisheries,  the  seals,  the  forests  and  the  coal  deposits 
are  of  great  value.     This  is  a  region  of  great  glaciers. 

XV.     CANADA  AND  OTHER  COUNTRIES  NORTH  OF  THE  UNITED 

STATES. 

Canada  and  Newfoundland. 

Industries.  — Canada,  Newfoundland  and  Labrador  belong  to  Great 
Britain.  In  the  north  Canada  is  cold  and  bleak,  but  in  the  south  it 
resembles  the  northern  part  of  the  United  States.  Off  the  coast  of  Nova 
Scotia  and  Newfoundland  are  important  fisheries.  Extensive  forests  of 
valuable  timber  cover  much  of  Canada.  In  Manitoba  are  extensive  wheat 
fields.  Cattle  and  sheep  raising  are  important  along  the  foothills  of  the 
Rocky  Mountains.  C^inada,  like  the  United  States,  has  the  advantage  of 
the  Great  Lakes  for  shipping  purposes. 

Cities. — Most  of  the  important  cities  are  in  the  eastern  part.  Montreal 
is  the  largest.  Much  manufacturing  is  done  in  eastern  Canada,  where 
there  is  much  water  poAver  and  coal. 

(71) 


The  Far  North.— This  region  is  the  home  of  a  few  hunters,  trappers, 
and  scattered  groups  of  Eskimos  along  the  coast. 

Islands  North  of  North  America.— These  islands  are  a  desolate,  frozen 
region  given  to  the  formation  of  glaciers  and  icebergs. 

XVI.  COUNTRIES  SOUTH  OF  THE  UNITED  STATES. 

Mexico  and  Central  America.— The  climate  near  the  coast  is  warm  and 
damp.  This  region  produces  cotton,  sugar,  rice  and  coffee.  The  plateau 
region  is  given  over  to  stock  raising,  as  it  is  more  or  less  arid  and  cool. 
The  rough,  mountainous  region  is  valuable  for  its  minerals.  People  are 
ignorant  and  coal  is  lacking,  so  manufacturing  is  of  little  importance. 
Mexico  and  Central  American  countries  are  republics.  They  are  fre- 
quently in  a  state  of  revolution.  Panama  is  the  center  of  interest  because 
of  the  canal  which  we  maintain  across  the  Isthmus. 

The  West  Indies  and  Bermudas.— Cuba,  the  largest  of  the  West  Indies, 
is  a  republic  under  the  protection  of  the  United  States.  We  get  sugar, 
tobacco  and  tropical  fruits  such  as  bananas  from  there.  Porto  Rico 
belongs  to  us.     The  other  islands  are  of  minor  importance. 

XVII.     SOUTH  AMERICA. 

Relief.— The  greater  part  of  South  America  is  lowland  drained  by  the 
three  great  rivers,  the  Amazon,  the  Orinoco  and  the  La  Plata.  On  the 
western  border  are  the  lofty  Andes  Mountains. 

Climate.— The  greater  part  of  South  America  lies  in  the  torrid  zone, 
therefore  it  has  a  warm,  moist  climate.  The  southern  part  has  a  tem- 
perate climate.  The  torrid  zone  has  very  heavy  rainfall,  while  the  south 
temperate  zone  has  only  a  nioderate  amount.  In  parts  of  Chile  and  Peru 
the  rainfall  is  very  light. 

History.  — Most  of  South  America,  except  Brazil,  formerly  belonged  to 
Spain.  Brazil  belonged  to  Portugal.  They  are  all  independent  now, 
except  the  Guianas. 

Brazil.— Much  of  the  Amazon  Valley  is  covered  with  dense,  matted 
forests  which  can  be  passed  through  with  great  difficulty.  Only  Indians 
live  in  such  places.  Rubber  and  cocoa  trees  are  the  most  important  in 
this  region.  Most  of  the  inhabitants  live  along  the  eastern  coast.  Rio  de 
Janeiro  is  the  chief  city  and  is  situated  on  the  most  beautiful  harbor  in 
the  world.  Large  herds  of  cattle  are  raised  on  the  plateaus  of  eastern 
Brazil.  Crops  such  as  are  usually  grown  in  warm  countries  are  produced 
here.     Coffee  is  the  principal  one. 

Venezuela  and  Guiana.— The  broad,  grassy  plains,  called  llanos,  feed 
numerous  herds  of  cattle.  Coffee  and  cocoa  are  raised  here.  Trinidad 
island,  near  the  mouth  of  the  Orinoco  River,  furnishes  great  quantities 
of  asphalt. 

(72) 


La  Plata  Countries.— Argentina,  Uruguay  and  Paraguay  make  up  this 
group  of  countries.  The  grassy  plains,  or  pampas,  of  this  portion  of 
South  America  are  valuable  for  farming  and  stock  raising.  Corn  and 
wheat  are  important  farm  products.  In  the  northern  part  of  this  region, 
tobacco  and  sugar  cane  are  grown.  The  country  is  well  supplied  with 
railroads.  Buenos  Aires  is  the  largest  city  in  South  America.  Argentina 
is  one  of  the  most  progressive  countries  on  this  continent. 

Andean  Countries.— In  this  group  we  find  Chile,  Bolivia,  Peru,  Ecuador 
and  Colombia.  These  mountainous  countries  contain  valuable  deposits 
of  gold  and  silver.  There  are  few  good  harbors  along  this  coast.  Val- 
paraiso is  the  largest  port.  Farming  is  carried  on  in  the  northern  section 
and  also  in  the  southern  part.  In  the  other  portion  it  requires  irrigation. 
Bolivia  has  no  seacoast  and  as  a  result  foreign  commerce  is  not  important. 
Much  beautiful  scenery  is  found  in  the  high  Andes  Mountains. 

XVIII.     EUROPE. 

Although  about  the  size  of  the  United  States,  Europe  has  five  people 
to  our  one. 

I.  The  British  Isles.— We  often  speak  of  this  as  our  ** Mother  Country," 
because  the  greater  number  of  the  first  settlers  in  America  came  from 
here. 

There  are  two  large  islands  in  this  group,  Ireland  and  Great  Britain. 
The  latter  is  made  up  of  England,  Scotland  and  Wales.  London,  the 
largest  city  in  the  Avorld,  is  situated  on  the  Thames  River.  It  has  a  fine 
harbor. 

The  climate  of  England  is  the  same  as  the  northern  part  of  the  United 
States,  duo  to  the  warm  winds  from  the  west.  The  occupations  are  farm- 
ing, sheep  raising  and  manufacturing.  The  latter  is  the  most  important. 
This  is  made  possible  by  the  large  amount  of  coal  and  iron  found  in  the 
earth.  The  chief  cities  engaged  in  manufacturing  are  Manchester, 
Sheffield,  Birmingham  and  Glasgow.  Glasgow  is  the  greatest  steel  ship- 
building center  in  the  world. 

Ireland  is  principally  an  agricultural  country,  but  Belfast  is  an  impor- 
tant center  for  the  manufacture  of  linen  goods. 

The  British  Empire  is  the  greatest  shipping  nation  in  the  world.  Great 
Britain  and  Ireland,  together  with  the  colonies,  form  the  British  Empire. 

II.  Norse  Countries.— Sweden  and  Norway  occupy  the  Scandinavian 
peninsula.  This  region  is  warmed  by  the  westerly  winds  so  that  some 
grain  can  be  grown  where  it  is  not  too  hilly  and  rocky.  Cattle  and  sheep 
are  raised  along  the  Baltic  Sea.  Most  of  the  people  live  on  the  lowland 
along  the  coast.  Norway  has  many  deep,  narrow  bays  which  form  excel- 
lent harbors.     Fishing  is  an  important  industry. 

Denmark  is  the  home  of  a  thrifty  people  who  depend  upon  dairying, 
farming  and  fishing  for  a  livelihood.  Being  almost  surrounded  by  water 
they  naturally  lead  a  seafaring  life. 

(73) 


III.  Russia.— The  Russian  Empire  consists  of  the  great  plains  in  Europe, 
and  Siberia  in  Asia.  It  is  the  largest  country  in  the  world.  The  cold 
northern  plains,  called  tundras,  are  frozen,  except  a  few  inches  on  the 
surface,  during  the  entire  summer.  A  sort  of  moss  grows  there  which 
furnishes  food  for  reindeer.  The  steppes  of  Siberia,  being  distant  from 
the  ocean,  are  quite  dry.  Many  cattle  and  sheep  are  raised  on  the  grassy 
portions  of  these  plains.  The  central  and  western  portions  of  Russia 
produce  large  crops  of  wheat.  Much  of  this  is  milled  in  Odessa  or 
exported  from  there.  Russia  has  no  seaport  of  importance  on  the  Baltic 
Sea.  The  Volga  is  the  largest  river  in  Europe.  The  peasants  are  poor, 
ignorant  and  have  little  to  say  about  the  government. 

IV.  Germany.  — Germany  has  great  plains  in  the  north  and  the  high- 
lands and  mountains  in  the  south.  The  rivers  wind  their  way  northward 
through  the  rich  grain  fields  and  fields  of  sugar  beets.  Grapes  from 
which  wine  is  made  and. hops  used  in  making  beer  are  grown  in  large 
quantities.  Coal  and  iron  are  mined  in  large  quantities  and  manufactured 
into  various  articles,  such  as  machinery  and  guns.  Germany  is  important 
for  the  manufacture  of  cotton,  woolen  and  linen  goods.  It  is  also  noted 
for  its  schools  and  universities.  Berlin  is  the  capital  and  Hamburg  the 
chief  seaport.     The  Rhine  is  the  chief  river  of  this  country. 

V.  Holland.— Much  of  the  land  in  this  region  is  below  the  sea  level  and 
has  been  reclaimed  by  building  dikes  and  canals,  and  pumping  the  water 
out  by  means  of  windmills.  Cattle  raising  and  dairying  are  the  chief 
occupations  of  these  people.  The  chief  city  is  Amsterdam.  The  Hague 
is  becoming  known  as  the  ''peace  city."  Holland  owns  many  valuable 
islands  which  her  seafaring  inhabitants  have  won  for  her. 

VI.  Belgium.— Some  of  this  country  is  protected  by  dikes,  but  the 
eastern  part  is  higher.  This  region  has  the  densest  population  of  any 
region  in  the  world.  The  chief  occupations  are  dairying  and  farming. 
Flax  is  an  important  farm  product.  Coal  and  iron  are  mined  and  manu- 
factured into  guns  and  various  implements.  Brussels  is  the  capital  and 
Antwerp  the  chief  seaport. 

VII.  France.— The  climate  in  the  north  is  cool,  so  that  the  chief  crops 
are  grain  and  sugar  beets.  In  the  southern  part  it  is  warmer  and  great 
crops  of  grapes  are  grown  and  made  into  wine.  Lyon,  in  the  south,  is 
the  center  of  the  silk  industry.  Paris,  the  largest  city,  is  noted  for  its 
clean  streets  and  its  picture  galleries.  Havre  is  the  chief  seaport  on  the 
north  and  Marseilles  is  the  most  important  one  on  the  Mediterranean. 

VII.  Spain  and  Portugal.  — Spain  has  a  dry,  mountainous  interior 
which  is  of  little  value,  and  has  few  inhabitants.  Madrid,  the  capital,  is 
in  this  region.  Cattle  and  sheep  raising  are  important  industries  in  the 
highlands.  Minerals  such  as  quicksilver,  iron,  copper  and  lead  are  quite 
abundant.  Farming  is  carried  on  in  the  valleys  and  along  the  coast. 
Portugal  is  similar  to  Spain  in  products,  surface  and  climate.  The  people 
are  a  care-free  lot,  who  enjoy  cock  fighting  and  such  amusements. 

(74) 


IX.  Italy.— Rome  once  ruled  the  greater  part  of  the  world.  Now  it 
is  noted  for  the  ruins  of  years  ago,  and  as  the  home  of  the  Pope.  Venice 
and  Naples  are  cities  of  interest  to  the  visitor.  The  climate  is  mild  and 
many  semitropical  and  tropical  fruits  are  grown  here.  Mount  Vesuvius 
is  of  great  interest  to  tourists  on  account  of  its  frequent  activity.  The 
farms  of  this  region  produce  quite  large  quantities  of  wheat.  Olives  are 
an  important  product  of  this  country.  Many  people  go  to  Italy  to 
study  art. 

X.  Switzerland.— This  is  the  region  of  the  lofty  snow-clad  Alps,  with 
many  glaciers  and  beautiful  lakes.  Cattle  and  goats  are  raised  to  some 
extent,  so  that  butter  and  cheese  are  important  products.  Wood  carving 
and  the  making  of  clocks  and  watches  are  important  industries.  l\Iany 
tourists  visit  this  region  every  year  to  enjoy  the  scenery. 

XI.  Austria-Hungary.— These  two  countries  are  under  one  govern- 
ment, although  the  people  are  quite  different  in  many  ways.  Vienna,  the 
capital  and  largest  city,  is  situated  on  the  beautiful  Danube  River. 
Wheat  and  flax  are  grown  in  large  quantities. 

XII.  Greece.  — The  early  civilization  of  this  country  has  greatly 
influenced  the  modern  world  by  its  literature,  art  and  architecture. 
Athens  is  the  chief  city  and  the  seat  of  this  ancient  civilization.  The 
country  is  mountainous,  but  produces  fruits  and  furnishes  grazing  land. 

XIII.  Turkey.  — Constantinople  is  the  chief  city  and  capital  of  the 
worst  governed  country  of  Europe.  It  is  an  excellent  seaport  and  the 
site  of  numerous  mosques.  The  Turks  are  principally  ^rohamiiKMlaiis  and 
dislike  the  Christians  very  much.  Roumania,  Servia,  Bulgaria,  Monte- 
negro and  Greece  have  all  rebelled  against  Turkey  and  formed  separate 
governments.  Farming,  herding  and  fruit  raising  are  all.  important  in 
these  countries. 

XIX.     ASIA. 

Physical  Geography.— Numerous  peninsulas  and  islands  abound  along 
the  irregular  coast  line  of  this  continent.  The  main  mountain  systems 
have  an  east  and  west  trend.  Among  the  important  mountains  are  the 
Himalayas,  the  highest  mountains  in  the  world.  North  of  these  are  the 
lofty  plateaus.  These  high  mountains  rob  the  winds  of  their  moisture  so 
that  the  interior  contains  the  large  desert  of  Gobi.  From  the  plateau 
region  the  rivers  flow  to  the  north,  south  and  east.  The  inhabitants  are 
found  chiefly  in  the  eastern  and  southern  parts  of  the  continent. 

I.  Southwestern  Asia.— Palestine,  the  home  of  the  Jews,  has  had  a 
great  deal  to  do  toward  the  civilization  of  the  world.  This  is  the  birth- 
place of  Christ  and  the  home  of  the  Christian  religion.  The  ancient 
Jerusalem  is  still  in  existence.     It  is  now  a  part  of  the  Turkish  Empire. 

Turkey,  Arabia  and  Persia  have  a  very  dry  climate.  Much  of  the  land 
is  desert.  Dates  and  coffee  are  grown  here.  The  Arabs  wander  from 
place  to  place  in  search  of  pasture  for  their  flocks  and  herds.  Many 
beautiful  shawls  and  rugs  come  from  Persia  and  Arabia. 

(75) 


These  countries  are  lacking-  in  roads,  telegraph  lines  and  railroads  of 
civilized  nations.     Goods  are  carried  by  caravans. 

II.  Siberia.— This  is  a  region  of  extensive  plains  crossed  by  large 
rivers,  but  the  northern  portion  is  so  cold  that  it  is  of  little  value.  Many 
Russian  prisoners  are  sent  here  as  exiles.  Between  the  deserts  in  the 
southwest  and  the  frozen  tundras  of  the  north  is  a  region  suited  to  farm- 
ing and  grazing.  The  Trans-Siberian  Railway  extends  completely  across 
Siberia  from  west  to  east. 

III.  China  ajid  Korea.— China  has  a  civilization  that  dates  back  thou- 
sands of  years.  Such  things  as  gunpowder,  paper,  printing,  porcelain 
dishes  and  firecrackers  were  known  to  these  people  long  before  Europeans 
knew  of  them.  As  a  result  of  the  custom  of  thinking  of  the  past  rather 
than  the  future,  China  ceased  to  improve  as  other  nations  did.  Of  late 
they  have  had  an  awakening  and  the  nation  has  become  quite  changed. 
It  is  no  longer  an  empire,  but  a  republic  fashioned  after  our  own.  Canton 
is  an  important  city  and  is  in  the  region  of  the  silk  industry.  In  the 
north  and  west  are  large  desert  areas.  The  great  mass  of  people  are 
along  the  "rivers  and  near  the  coast.  It  is  an  agricultural  country,  pro- 
ducing wheat,  rice,  millet  and  tea,  principally. 

Korea  is  an  unprogressive  region  which  is  now  under  the  rule  of  Japan. 

IV.  Japan.— This  is  an  island  empire  supporting  a  thrifty,  progressive 
people.  The  islands  are  mountainous  and  contain  several  volcanoes. 
The  Japanese  are  skillful  workmen  and  produce  many  beautiful  screens, 
parasols,  fans  and  napkins  which  find  their  way  into  our  stores.  Silk, 
rice,  tea  and  matting  grass  are  the  chief  products.  The  chief  seaport  is 
Yokohama.     Tokio  is  one  of  the  large  cities  of  the  world. 

Y.  India  and  Indo-China.^ India  is  a  region  of  great  rainfall  and 
dense  vegetation  for  the  most  part.  Many  large  rivers  water  the  land. 
Cotton,  wheat  and  opium  are  the  chief  crops.  Indo-China,  the  peninsula 
of  the  far  east,  is  an  important  region  for  the  production  of  spices,  such 
as  cinnamon  and  nutmegs.  This  region  as  well  as  India  is  the  home  of 
wild  animals,  such  as  tigers,  which  are  dreaded  by  the  natives.  India  is 
under  the  rule  of  the  British  Empire.  The  island  of  Ceylon  is  well  known 
for  its  tea.     Siam  is  much  like  China  in  many  respects. 

XX.    AFRICA. 

The  Dark  Continent.— This  is  one  of  the  oldest  continents,  yet  it  is  the 
least  known.  The  desert  on  the  north,  the  dense  forests,  the  impassible 
rivers,  the  fierce  animals  and  savage  inhabitants  have  helped  to  keep  it 
the  ''Dark  Continent." 

Northern  Africa.— Egypt  has  long  been  settled  by  the  white  race.  The 
greater  part  of  it  is  desert,  but  a  portion  is  watered  by  the  Nile  River 
and  is  very  productive.  The  mud  from  the  overflow  of  the  Nile  keeps 
the  soil  fertile.  The  Sahara  Desert  furnishes  few  homes  for  man  or 
animals.     It  can  be  crossed  by  camels  only  with  difficulty.     The  Suez 

(76) 


canal  is  in  the  eastern  part  of  this  region.     The  city  of  Cairo  and  the 
pyramids  near  by  are  well  known  to  travelers. 

Central  Africa.— This  region  is  not  well  known  and  until  a  few  years 
ago  had  not  been  visited  by  white  men.  The  natives  are  blacks.  In  the 
north  is  the  Soudan,  which  changes  from  a  desert  where  it  borders  on  the 
Sahara  to  a  dense  tropical  region  in  the  south.  In  the  latter  region  are 
hardwoods  and  elephants.     From  the  latter  we  get  the  ivory  tusks. 

South  Africa.— This  is  somewhat  developed  on  account  of  the  mining 
for  gold  and  diamonds.  Farming  is  carried  on  to  quite  an  extent.  From 
this  industry  we  get  such  products  as  grain,  wool,  hides  and  ostrich 
feathers.     This  region  has  many  railways  and  good  wagon  roads. 

XXI.     AUSTRALIA,  THE  EAST  INDIES,  PHILIPPINES,  AND  THE 
OTHER  ISLANDS  OF  THE  PACIFIC. 

I.  Australia.— This  is  the  smallest  continent,  being  about  the  size  of 
the  United  States.  It  is  under  the  rule  of  Great  Britain.  The  main 
portion  of  this  continent  is  a  low  plateau  with  a  mountainous  border, 
having  the  chief  mountain  range  on  the  eastern  border.  These  mountains 
rob  the  winds  of  their  moisture  and  make  the  greater  part  of  the  interior 
a  desert.  Many  of  the  rivers  dry  up  before  reaching  the  ocean.  The 
animals  of  this  region  are  peculiar  and  unlike  those  of  any  other  continent. 
Among  them  may  be  mentioned  the  kangaroo  and  the  duckbill.  The  wild 
animals  are  of  little  commercial  use.  Sheep  raising  is  the  leading  indus- 
try, while  cattle,  wheat,  corn  and  fruits  are  also  produced.  Gold  is  an 
important  mineral  product.  Melbourne  is  the  largest  city.  The  raw 
products  go  mainly  to  England.  Tasmania  and  New  Zealand  are  islands 
near  Australia  belonging  to  Great  Britain.  Their  people  and  products 
are  similar  to  those  of  Australia. 

II.  The  East  Indies.— The  large  number  of  islands  between  Asia  and 
Australia  are  the  crests  of  mountains  sticking  above  the  Avater.  Java, 
one  of  the  larger  islands,  produces  fine  coffee.  Spices,  sugar,  valuable 
woods  of  various  kinds  and  precious  stones  are  obtained  from  these 
islands.  These  islands  contain  many  active  volcanoes.  The  natives  are 
only  partly  civilized  in  most  cases,  and  in  many  places  they  are  reported 
to  be  cannibals. 

III.  The  Philippine  Islands.— Lying  between  the  Japanese  islands  and 
the  East  Indies  are  the  mountainous  Philippines.  They  are  now  under 
the  control  of  the  United  States.  Schools  have  been  established  and 
everything  possible  has  been  done  to  make  things  better  for  the  people 
there.  Manila  is  the  principal  city.  It  is  now  a  clean,  well  kept  city, 
and  contains  relics  of  the  Spanish  occupancy.  Valuable  woods,  minerals, 
sugar,  hemp  and  tobacco  are  obtained  from  these  islands.  In  some  of 
these  islands  are  people  who  are  still  savages. 

IV.  Islands  of  the  Pacific— There  are  thousands  of  islands  in  the 
various  parts  of  the  Pacific  Ocean,  among  which  we  may  mention  the 
Fiji,   Samoan,  New   Guinea   and  the  Hawaiian  islands.     The  Hawaiian 

(77) 


islands,  a  territory  of  the  United  States,  are  of  volcanic  origin  and  produce 
quantities  of  sugar  and  tropical  fruits,  on  account  of  their  warm  clima.te. 
Honolulu  is  the  chief  city  and  capital.  Kilauea  is  an  active  volcano 
visited  by  manj-  tourists. 

XXII.     CALIFORNIA  SUPPLEMENT. 

Extent.— Ours  is  the  second  largest  state  in  the  Union. 

Relief.— Death  Valley  is,  in  places,  263  feet  below  sea  level,  while  Mt. 
Shasta  and  Mt.  Whitney  are  over  14,000  feet  above  sea  level.  The  Great 
Valley  lies  between  the  Coast  Range  on  the  west  and  the  Sierra  Nevada 
and  Cascade  Mountains  on  the  east.  The  northern  portion  of  the  valley 
is  called  the  Sacramento  Valley  and  the  southern  portion  is  called  the 
San  Joaquin  Valley.  Many  smaller  valleys  are  found  in  the  mountains 
and  along  the  coast.  Among  the  most  important  of  these  are  the  Russian 
River.  Napa,  Santa  Clara,  Salinas  valleys  and  the  plains  of  Los  Angeles. 
The  Yosemite  is  important  for  its  scenery.  San  Francisco  Bay  is  one  of 
the  best  harbors  in  the  world.  San  Diego  Bay  and  Humboldt  Bay  form 
good  harbors. 

Drainage.  — The  Sacramento  and  the  San  Joaquin  are  the  most  impor- 
tant rivers.  They  drain  the  Great  Valley,  then  unite  and  flow  through 
the  Carquinez  Straits  into  the  San  Francisco  Bay.  These  rivers  are 
navigable  for  some  distance  inland.  Other  rivers  of  importance  are  the 
Russian,  the  Eel,  the  Klamath,  and  many  rivers  of  the  Sierras  which  are 
tributaries  of  the  Sacramento-San  Joaquin  system.  Most  of  these  streams 
furnish  water  for  power  and  for  irrigation  purposes.  Lake  Tahoe  is  an 
important  summer  resort. 

Climate.— We  have  all  the  climates  represented  in  North  America,  from 
the  hot  deserts  to  the  cold  mountain  tops.  Ordinarily  we  are  free  from 
extreme  cold  in  winter  and  excessive  heat  in  the  summer.  The  winds 
from  the  ocean  temper  the  climate  so  that  the  two  seasons  are  the  wet  and 
the  dry,  or  winter  and  summer.  The  storms  come  from  the  west,  conse- 
quently the  western  slope  of  the  mountains  gets  the  greatest  amount  of 
moisture.  North  of  San  Francisco  the  rainfall  is  quite  heavy,  but  south 
of  there  it  is  much  lighter.  In  the  high  mountains  they  have  snow  in  the 
winter  instead  of  rain. 

Industrial  Development.— At  first  the  chief  products  of  California  were 
cattle,  grapes,  figs  and  grain  in  sufficient  quantity  to  supply  the  local 
demands.  With  the  rapid  settlement  due  to  the  discovery  of  gold,  things 
changed  by  the  building  of  railroads  and  the  establishing  of  steamship 
lines  so  that  agriculture  became  of  great  importance. 

Agriculture.— In  the  great  interior  and  some  of  the  smaller  valleys 
grain  is  the  important  product.  All  cereals  are  grown  to  some  extent. 
Potatoes,  asparagus,  beans,  onions  and  truck  gardening  are  important  on 
the  delta  lands.     Sugar  beets  are  an  important  product. 

Fruit  Raising.— Beginning  at  the  time  of  the  completion  of  the  overland 
railroad,  fruit  growing  has  gradually  increased  in  importance  until  at  the 

(78) 


present  time  ours  is  the  leading  state  in  the  fruit  production.  Fruits  of 
nearly  all  common  kinds  are  grown  here.  We  produce  nearly  all  of  the 
oranges,  figs  and  over  half  of  the  peaches  grown  in  the  United  States. 
Prunes  are  an  extremely  important  crop  in  different  parts  of  the  state. 

Stock  Raising.— At  one  time  large  herds  of  cattle  roamed  almost  at  will 
over  the  state,  but  now  each  farm  has  a  few.  Not  many  large  herds 
exist  as  before.  Fine  horses  and  mules  are  raised  in  parts  of  California. 
Sheep,  hogs,  poultry  and  their  products  are  valuable  industries  in  various 
sections  of  the  state.  Ostrich  feathers  are  produced  near  Los  Angeles, 
San  Jose,  and  Sacramento. 

Manufacturing.— With  the  discovery  of  petroleum  and  the  establishing 
of  electric  power  plants  in  California,  manufacturing  is  becoming  more 
and  more  important.  The  manufactures  include  those  dependent  upon 
agriculture,  such  as  flour,  canned  fruits,  lumber  and  ships. 

Mining.— From  the  discovery  of  gold  in  1848,  gold  mining  in  California 
has  become  more  and  more  important.  It  is  found  mostly  in  the  Sierras. 
Silver  is  also  found  in  paying  quantities.  Copper,  quicksilver  and  other 
important  minerals  are  found  in  different  parts  of  the  State.  Petroleum 
has  assumed  great  importance. 

Lumbering.— In  those  portions  of  the  mountains  where  there  is  an 
abundance  of  rainfall  there  are  fine  forests  of  such  trees  as  pine,  fir, 
spruce,  redwood,  cedar,  and  the  giant  sequoia.  From  Oregon  to  near 
Santa  Cruz  the  redwood  is  found.  The  pine  is  the  chief  lumber  tree  of 
the  Sierras.  Sawmills  are  busily  engaged  in  turning  these  trees  into 
lumber. 

Fisheries.  — Many  valuable  food  fishes  are  found  in  California  fresh  and 
salt  waters.  Some  of  these  are  natives  and  others  have  been  supplied 
by  the  government.  Several  varieties  of  shell  fish  are  also  obtained. 
Salmon  are  caught  in  the  fresh  and  the  salt  water. 

Commerce.  — California  is  connected  with  the  East  by  means  of  railroads 
and  Avith  the  outside  world  by  steamship  lines.  On  the  former  we  ship 
large  quantities  of  fruit,  vegetables,  wool,  sugar  and  nuts.  By  ships  we 
send  cotton,  barley  and  fruits,  and  receive  silk,  tea,  coffee,  rice,  sugar 
and  coal. 

Cities.  — San  Francisco  is  the  largest  city  and  the  chief  seaport  in  Cali- 
fornia. In  its  shipyards  some  of  the  great  battleships  of  our  navy  have 
been  built.  It  manufactures  various  articles,  among  which  may  be  men- 
tioned mining  machinery,  refined  sugar  and  flour.  It  has  many  points 
of  interest,  among  which  may  be  mentioned  the  Cliff  House,  the  Golden 
Gate  Park  and  the  Ferry  Building. 

Los  Angeles  is  second  in  size  and  importance  and  is  the  center  of  the 
great  orange  industry.  It  is  a  favorite  resort  for  tourists  on  account  of 
the  mild  climate  and  beautiful  surroundings. 

Oakland,  being  near  San  Francisco,  is  the  home  of  many  of  the  business 
men  of  the  latter  city.     It  is  an  important  commercial  city. 

(79) 


Sacramento  is  the  capital  and  an  important  railroad  center  and  shipping- 
point  for  fruits  and  grain. 

San  Jose  is  in  the  fruit  belt  of  the  Santa  Clara  Vallej^. 

San  Diego  is  located  on  one  of  the  best  harbors  in  southern  California, 
It  is  an  important  shipping  center  and  winter  resort. 

Stockton,  at  the  head  of  tidewater  navigation  of  the  San  Joaquin,  is 
the  center  of  important  truck  gardening  and  other  agricultural  industries. 

Alameda  is  chiefly  a  residence  district. 

Berkeley  is  the  seat  of  the  University  of  California. 

Fresno  is  the  center  of  the  raisin  industry. 

Amon'g  the  pleasure  resorts  of  note  are  Santa  Barbara,  Santa  Cruz  and 
Pasadena. 

Riverside  and  San  Bernardino  are  in  the  southern  orange  belt. 

Vallejo  and  Eureka  are  centers  of  important  industries. 


(80) 


APPENDIX. 


How  TO  Make  Touch  Taper. 

Take  about  a  teaspoonful  of  potassium  nitrate  (saltpetre)  or  sodium 
nitrate  (Chile  saltpetre),  add  about  four  tablespoonfuls  of  water  and  stir 
till  the  greater  part  of  the  solid  is  dissolved.  Dip  into  this  pieces  of 
blotting  paper,  or  any  common  unsized  paper,  and  as  soon  as  it  is 
thoroughly  soaked  with  the  liquid,  remove  it  from  the  dish  and  place 
where  it  will  dry.  When  thoroughly  dry  it  should  be  cut  into  strips 
about  half  an  inch  wide  and  about  two  or  three  inches  long.  It  is  now 
ready  for  use  and  when  lighted  it  burns  slowly  and  produces  a  dense 
white  smoke. 

How  TO  Make  a  Paper  Windmill. 

Cut  out  a  piece  of  paper  (scratch  paper  works  well)  about  five  or  six 
inches  square.  Make  two  lines  diagonally  across  the  center  connecting 
opposite  corners.  Following  around  the  border,  number  on  each  side  of 
the  points  where  the  diagonal  lines  cut  the  corners  of  the  square  consecu- 
tively 1,  2,  3,  4,  5,  6,  7,  8.  With  a  sharp  knife  or  a  pair  of  scissors,  cut 
along  the  diagonal  lines  to  within  about  a  half  an  inch  of  the  point  where 
the  two  lines  cross  (or  the  center  of  the  paper).  You  now  have  eight 
corners  instead  of  four.  Taking  every  other  corner,  i.  e.,  numbers  1,  3, 
,5,  7,  bend  them  over  to  the  center  (but  do  not  crease  them)  and  pass  a  pin 
through  them  near  the  point  of  the  strips  and  through  the  center  of  the 
paper  (where  the  lines  intersect).  Now  drive  the  pin  into  a  small  stick 
and  the  windmill  is  complete.  Blow  against  it  and  see  that  it  works 
easily. 

Elementary  Study  of  Weather  Maps. 

Men  have  watched  the  storms  as  they  occur  at  different  places  in  the 
United  States  and  have  found  that  they  come  in  from  the  Pacific  Ocean 
and  travel  eastward.  In  order  that  we  may  know  where  the  storms  are 
and  when  another  may  come,  when  it  is  going  to  freeze,  and  such  facts,  the 
United  States  Weather  Bureau  has  been  established.  They  print  outline 
maps  of  the  United  States  and  locate  the  storms  on  them  so  that  we  can  see 
at  a  glance  where  the  storm  is.  The  center  of  the  storm  is  marked 
''LOW."  (The  teacher  should  have  a  map  for  each  pupil  or  enough  so 
that  all  can  look  at  weather  maps.  The  daily  weather  maps  can  be  obtained 
from  the  United  States  Weather  Bureau  at  San  Francisco,  for  the  asking.) 
Look  at  your  maps  and  find  a  storm  center.  Sometimes  it  may  be  raining, 
snowing,  or  just  cloudy  and  windy  at  the  storm  center.  The  wind  always 
blows  toward  the  "LOW."  Notice  some  small  circles  with  arrows  point- 
ing away  from  them.  They  usually  point  toward  the  "LOW."  Inside 
of  the  circle  you  will  notice  certain  letters  which  are  explained  in  the  lower 
left-hand  corner  of  the  map.     Look  at  the  arrow-circles  near  the  "LOW" 

6 GEOG.  (81) 


on  your  map.  What  do  you  find  inside  of  the  circle?  Beside  the  circle 
you  will  notice  some  figures.  These  are  also  explained  in  the  lovver  left- 
hand  corner  of  the  map.  How  fast  is  the  wind  blowing  near  the  "LOW?'* 
How  much  rain  has  fallen?  How  warm  or  how  cold  has  it  been?  Below 
the  map  on  the  left  you  will  note  what  the  ' '  weather  man ' '  has  to  say  about 
the  weather  for  the  day  following.  Keep  track  of  the  weather  from  day 
to  day  and  make  a  record  as  suggested  at  the  bottom  of  page  85  of  the  State 
Series  Introductory  Geography. 

Teachers'  Eeferences. — Tarr,  New  Physical  Geography,  pp.  426-427. 
Fairbanks,  Practical  Physiography,  pp.  487-496. 

Any  other  good  book  on  Physical  Geography  will  give  the  information 
desired. 


(82) 


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' 

^VA9tt 

271War'57GR 

1 

RECD  LD 

MAR  13 1951 

iSMayiii^l 
REg  P  LP 

• 

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REC'D  LD 

■ 

m  17'64-9(M 

1 

LD  21-100m-9,'47(A5702sl6)476 


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Syractfse,  N.  Y. 

PAT.  JAN.  h.  IM8 


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